1.2.6. Features of the work of a speech therapist and educator on the development of phonemic hearing and phonemic perception
In the work on the formation of phonemic perception, the following stages can be distinguished:
Stage I - recognition of non-speech sounds;
Stage II - distinguishing the height, strength, timbre of the voice on the material of the same sounds, words, phrases;
Stage III - distinguishing words that are close in their sound composition;
Stage IV - differentiation of syllables;
Stage V - differentiation of phonemes;
Stage VI - development of skills in elementary sound analysis.
Work on the formation of phonemic perception begins with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the causes of incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.
Work on the formation of phonemic perception at the very beginning is carried out on the material of non-speech sounds. In the process of special games and exercises, children develop the ability to recognize and distinguish between non-speech sounds.
Children should learn in games to distinguish between the pitch, strength and timbre of the voice, listening to the same speech sounds, sound combinations, words.
Then children learn to distinguish between words that are similar in sound composition. Later, they learn to distinguish between syllables and then the phonemes of their native language.
The task of the last stage of work is to develop in children the skills of elementary sound analysis: the ability to determine the number of syllables in a word; slap and tap the rhythm of words of different syllabic structures; highlight the stressed syllable; analyze vowels and consonants.
1.2.7. Joint work of a speech therapist and educator on sound pronunciation
The work of an educator and the work of a speech therapist are different in correcting and shaping sound pronunciation in terms of organization, methods, and duration. It requires different knowledge, skills and abilities. Consider the main differences:
Preparatory stage
Sound appearance stage
Sound acquisition stage (correct pronunciation of sound in speech)
The conditions necessary for the formation of the correct sound pronunciation in preschoolers with FFNR:
for the initial production of sound, a number of sounds belonging to different phonetic groups are selected;
in this case, it is advisable to use all analyzers. Relying on kinesthetic sensations contributes to the conscious sounding of speech;
the development of sounds mixed in the speech of children is carried out in stages and distributed over time;
fixing the set sounds in the process of differentiating all close sounds;
the material for fixing and automating sounds is selected in such a way that there are no defective and mixed sounds in the child’s speech; so that the selected material can contribute to the enrichment, clarification of the dictionary, the development of grammatically correct coherent speech.
1.2.8. Consolidation of children's speech skills in individual and frontal classes, in sensitive moments
Individual classes on the instructions of a speech therapist are conducted by the educator during the afternoon, immediately after daytime sleep, that is, from about 15 o'clock until midday. This is the so-called speech therapy hour. The teacher deals individually with those children whose names the speech therapist wrote down in a special notebook for evening assignments. This notebook is filled daily. In addition, the speech therapist gives the group completed notebooks of those children with whom he worked in the morning.
It is very important that during the individual lesson of the teacher with the child, all other children do not distract them, they are busy with quiet games. Board games and desktop-printed games are best suited for this purpose. And if the teacher, when distributing them, takes into account the characteristics of each child, then such a game simultaneously gives a learning effect. For example, if a child has difficulties with fine motor skills, he should be offered to assemble a mosaic or string beads, if there are difficulties with constructive activity, fold cut pictures or special cubes according to the model, etc.
Classes with children are best done in a specially equipped speech therapy corner. A large mirror is installed here, in which the faces of the child and the teacher can be reflected at the same time. In addition, here it is desirable to have visual material for fixing the sounds [P], [Pb], [L], [L], whistling and hissing sounds.
When studying with a child, the educator must remember that the pronunciation of all phonetic material in the notebook should occur with the obligatory isolation of the fixed sound in the voice - pronounced exaggeratedly. The teacher should not miss a single phonetic or grammatical error in the child's speech. The lesson can be continued only after the child says everything correctly. The educator must pronounce all speech material loudly, clearly, slowly and achieve the same from the baby.
The teacher must carefully monitor the speech of the children and correct their mistakes not only in the classroom, but throughout all regime moments. Moreover, it is very important that all the mistakes of the children are corrected by the teacher correctly. In no case should you mimic the child, make fun of him, as this can provoke a decrease in speech activity (up to complete silence in the group), isolation, and a negative attitude of the baby to the teacher, to learning in general.
The manners of correcting mistakes in the speech of children outside of classes and during classes differ from each other. So, during games and household activities, one should not draw the attention of children to the mistakes of one of them, it is better to do this unnoticed by the rest. For example, during the game, one of the guys says to the other: “Take off the shoes of all the dolls, bring them without shoes.” The teacher, using a short break in the game, calls this child to him and invites him to listen to the correct and incorrect combinations of words (“all dolls” or “all dolls”, “without shoes” or “without shoes”). And then he asks: “What is the best way to say it?”. And only then asks to repeat the correct phrase.
If an error occurs in an appeal to the teacher, then you can react like this: “You can say it right, come on, try!” or “I don’t understand you. Think and say right.
Now about correcting mistakes in the classroom. Here, firstly, time is limited and long, lengthy clarifications of how best to say it are inappropriate on the part of the educator. Secondly, the attention of children is riveted to the speech of the respondent and imperceptibly, it is impossible to correct his mistakes, and it is not necessary. And, thirdly, classes, in contrast to cases of spontaneous uncontrolled communication by the child, should take place with the maximum mobilization of the respondent's attention, with an emphasis on competent, clear speech.
In connection with the foregoing, mistakes in the course of classes should be fixed by the educator immediately (“Wrong”, “Wrong”, “He didn’t say so”). All children are involved in correcting grammatical inaccuracies. The educator himself corrects the grammatical error of the child only when most of the children could not do this.
Errors in pronunciation should also be recorded and corrected in the course of the answer. For example, if a child did not pronounce the sound [P] correctly, the teacher can offer him: “Repeat after me, highlighting the sound [P], the words: build, slide, collect, play.”
It can also happen like this: one of the guys really wants to answer, and the teacher knows in advance that the kid will not pronounce a word that is complex in syllabic structure (policeman, blanket cover, plumber) and this will cause the rest to laugh. You should invite the child to say the answer to the teacher in the ear, and then praise the baby for his efforts.
In order for children to speak clearly and with the least number of phonetic errors in all classes, the teacher must set the tone with his very clear, loud enough and slow speech.
The process of normalization of speech and the extinction of the pathological reflex are possible only with increased attention of the child to the speech of others and his own. Naturally, such work requires patience, tact, composure and constant ingenuity from the educator.
Chapter II. Practical part
Preschool childhood is one of the most important stages in a child's life: without a fully lived, comprehensively filled childhood, his entire subsequent life will be flawed. The extremely high rate of mental, personal and physical development during this period allows the child to quickly go from a helpless creature to a person who owns all the basic principles of human culture. He does not follow this path alone, there are always adults next to him - parents, educators, psychologists. Competent interaction of adults in the process of raising a child ensures the maximum realization of all the possibilities available to him, will help to avoid many difficulties and deviations in the course of his mental and personal development. The plastic, rapidly maturing nervous system of a preschooler requires careful attitude. When creating new intensive programs of developmental work with a child, it is necessary to keep in mind not only what he can achieve, but also what physical and neuropsychic costs it will cost him. Any attempts to shorten the preschool period of life as "preliminary", "fake" violate the course of the individual development of the child, do not allow him to use all the opportunities that this age provides for the flourishing of his psyche and personality.
Senior preschool age immediately precedes the child's transition to the next, very important stage of his life - entering school. Therefore, a significant place in work with children of the 6th and 7th years of life begins to be occupied by preparation for school. Two aspects can be distinguished here: firstly, the ongoing purposeful development of the child’s personality and cognitive mental processes that underlie the successful development of the curriculum itself in the future, and secondly, teaching primary school skills and abilities (elements of writing, reading, counting ).
The problem of a child's readiness for schooling is considered primarily as a psychological one: priority is given to the level of development of the motivational-need sphere, the arbitrariness of mental processes, operational skills, and the development of fine motor skills of the hand. It has been established that intellectual readiness for school alone does not ensure the successful entry of the child into educational activities.
The entire first set of methods was aimed at qualitative diagnostics of the development of those mental functions that occupy a central place in the overall picture of the child's psychological maturity and his readiness for systematic learning.
Municipal educational institution
"Secondary school No. 11 with
In-depth study of foreign languages"
Municipal formation Noyabrsk.
PROJECT
TOPIC: FORMATION OF PHONEMATIC PERCEPTION IN
JUNIOR STUDENTS as one of the conditions for successful
mastery of written language.
Teacher speech therapist:
Protasevich Oksana Alexandrovna.
2011
Introduction……………………………………………………………………………… 3
Theoretical justification of the project………………………………………………..4
Project part………………………………………………………………………….13
Conclusion……………………………………………………………………………..24
References………………………………………………………………………25
Applications.
Introduction.
I was prompted to create this project by the problem that every year the number of first-graders with a low level of development of phonemic processes is growing, as evidenced by the annual diagnosis of the level of speech development of children entering the first grade. A very large number of children have a low level of development of phonemic perception, and every year the number of such children is increasing. More than half of the surveyed children have a low level of development of phonemic hearing. So, in the 2008-2009 academic year, out of 167 subjects - 58.6%, in the 2009-2010 academic year, out of 189 subjects - 59.2%, in 2010-2011 out of 158 - 60.7% had insufficiently formed phonemic perception.
Insufficiently formed phonemic perception makes it difficult to perform elementary forms of sound analysis and synthesis, which, in turn, makes the process of mastering written speech problematic, and in some cases impossible. The development of differentiated auditory and phonemic perception is a necessary condition for the successful teaching of children to read and write. The readiness of a child to learn to write and read is inextricably linked with the ability to be aware of the sound structure of the language, i.e. the ability to hear individual sounds in a word and their specific sequence. From the above problem emerges- a large number of first-graders come to school insufficiently prepared for learning to read and write.
Thus, timely detection and correction of violations of phonemic perception reduces the risk of dysgraphia and dyslexia in the process of mastering written language in younger students. That is why I consider this topic very important and relevant.
Objective of the project: organization of corrective work on the formation of phonemic perception in younger students, influencing the successful mastery of written speech.
^ OBJECTIVES OF THE RESEARCH :
1. To study theoretical approaches to the problem of phonemic underdevelopment in primary school age in the literature.
2. To systematize knowledge on the available methods for the formation of phonemic perception and hearing, to develop a system of work to eliminate violations of phonemic perception in younger students.
3. Carry out corrective work with students of the 1st grade in order to eliminate their phonemic underdevelopment.
^ Theoretical substantiation of the project.
Leading scientists (R.E. Levina, N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.E. Chirkina, I.K. Kolpokovskaya, A.V. Yastebova and others) proved that there is a direct relationship between the level of speech development of the child and his ability to acquire literacy.
Studies by a number of psychologists, teachers, linguists (D.B. Elkonin, A.R. Luria, D.N. Bogoyavlensky, F.A. Sokhin, A.G. Tambovtseva, G.A. Tumakova and others) confirm that elementary awareness of the phonetic features of the sounding word also affects the general speech development of the child - the assimilation of the grammatical structure, vocabulary, articulation and diction. Violation of phonemic perception is often the primary defect in the complex structure of speech disorders that affects the further development of the child's oral and written speech. Phonemic perception, being one of the basic links of speech activity, provides other types of mental activity of the child: perceptual, cognitive, regulatory activity, etc. As a result, according to many authors, the lack of formation of phonemic perception occupies one of the first places among the reasons leading to educational disadaptation of children of preschool and school age, which manifests itself in the form of persistent phonemic dysgraphia, dyslexia (L.S. Tsvetkova, M.K. Shorokh-Troitskaya, A.V. Semenovich, T.V. Akhutina, O.B. Inshakova and etc.).
The perception of oral speech is “one of the highest mental functions of a person. Being “mediated in its structure and social in its genesis” (A.R. Luria), the perception of oral speech is semantic, since it “normally includes an act of understanding, comprehension” (S.L. Rubinshtein)”. (Psychological Dictionary 1983: 59).
That is, in order for a child to learn written language (reading and writing) quickly, easily, and also to avoid many mistakes, he should be taught sound analysis and synthesis.
In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language. Phonemic perception or phonemic hearing, which, according to many modern researchers, is one and the same, it is customary to call the ability to perceive and distinguish speech sounds (phonemes). Phonemic perception - special mental actions to differentiate phonemes and establish the sound structure of a word, this is a subtle systematized hearing that has the ability to perform operations of distinguishing and recognizing the phonemes that make up the sound shell of a word.
This ability is formed in children gradually, in the process of natural development. The child begins to react to any sounds from 2-4 weeks from the moment of birth, at 7-11 months he responds to the word, but only to its intonational side, and not to the objective meaning. This is the so-called period of pre-phonemic development of speech.
By the end of the first year of life (according to N. Kh. Shvachkin), the word for the first time begins to serve as an instrument of communication, acquires the character of a language tool, and the child begins to respond to its sound shell (the phonemes that make up its composition).
Further, phonemic development occurs rapidly, constantly outpacing the articulatory capabilities of the child, which serves as the basis for improving pronunciation (A.N. Gvozdev). N. Kh. Shvachkin notes that by the end of the second year of life (when understanding speech), the child uses the phonemic perception of all the sounds of his native language.
Imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down, complicates the formation of sound analysis skills, without which full reading and writing are impossible.
Sound analysis, in contrast to phonemic perception (with normal speech development), requires systematic special training. Speech subjected to sound analysis turns from a means of communication into an object of knowledge.
A.N. Gvozdev notes that “although the child notices the difference in individual sounds, he cannot independently decompose words into sounds.”
Phonemic perception is the first step in the progressive movement towards literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from one to four years, sound analysis - at a later age. And finally, phonemic perception - the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis - the ability to distinguish the same in order to reproduce sounds in writing. In the progressive development of phonemic perception, the child begins with the auditory differentiation of distant sounds (for example, vowels - consonants), then proceeds to distinguish the finest nuances of sounds (voiced - voiceless or soft - hard consonants). The similarity of the articulation of the latter encourages the child to "sharpen" auditory perception and "be guided by hearing and only by hearing." So, the child starts with acoustic differentiation of sounds, then articulation turns on and, finally, the process of differentiation of consonants ends with acoustic discrimination (D.B. Elkonin, N.Kh. Shvachkin, S.N. Rzhevkin).
Simultaneously with the development of phonemic perception, there is an intensive development of the vocabulary and mastery of pronunciation. Let us clarify that clear phonemic ideas about sound are possible only with its correct pronunciation. According to S. Bernstein, "of course, we hear correctly only those sounds that we know how to pronounce correctly."
Only with a clear, correct pronunciation, it is possible to provide an unambiguous connection between the sound and the corresponding letter. Memorizing letters when their names are reproduced incorrectly contributes to the consolidation of existing speech defects in the child, and also inhibits the assimilation of written speech.
The necessary prerequisites for teaching literacy to a preschooler are: a well-formed phonemic perception, the correct pronunciation of all the sounds of the native language, as well as the availability of elementary skills in sound analysis.
Let's emphasize that all these processes are interconnected and interdependent.
The level of development of phonemic hearing in children affects the mastery of sound analysis. The degree of underdevelopment of phonemic perception can be different.
Violations phonemic perception observed in almost all children with speech disorders. Children with speech disorders have specific difficulties in distinguishing subtle differentiated features of phonemes that affect the entire course of development of the sound side of speech. They can secondarily influence the formation of sound pronunciation. Such shortcomings in the speech of children as the use of diffuse sounds that are correctly pronounced outside of speech in an isolated position, numerous substitutions and mixtures with a relatively well-formed structure and function of the articulatory apparatus, indicate the primacy of unformed phonemic perception.
When correcting most speech disorders, one of the main and primary tasks is development of phonemic perception.
Teaching children to distinguish sounds leads to the development of both attention and auditory memory.
The ability to perceive is given to us and to all living beings with a nervous system, but phonemic perception is unique to humans.
Phonemic perception is the result of activity phonemic system, which includes the complex work of the auditory receptor, the auditory analyzer, the corresponding department in the brain. Normal operation phonemic system implies the possibility of unmistakable auditory differentiation of all speech sounds (including acoustically similar ones) and the correct pronunciation of them.
The maturation of the speech functional system is based on afferentation, i.e. the receipt from the outside world through various analyzers, primarily the auditory analyzer, of various signals and, above all, speech.
The cause of violations of the activity of the phonemic system can be any general or neuropsychiatric disease of a child in the first years of life, an unfavorable speech environment during the early development of speech, which in turn can cause phonemic disorders.
Speech disorders (including disorders of phonemic perception) most often occur in males. Many studies have shown the difference in the development of the right and left hemispheres depending on gender. The left hemisphere performs mainly the speech function, and the right hemisphere - visual-spatial gnosis. Boys develop their right hemisphere faster than girls. In girls, on the contrary, in connection with which, they have earlier terms of speech development, and phonemic perception as well.
Phonemic perception determines the process of recognizing and distinguishing both individual phonemes and phonetic rows, words. With the formed phonemic perception, words are differentiated by meaning and auditory images of sounds. Word recognition is based on the acoustic-articulatory features of the entire word as a whole.
To determine the features and nature of violations of phonemic perception in children, it is necessary to have an idea of the sequence of development of phonemic perception in the norm.
R.E. Levina identified the following stages development of phonemic perception:
Stage 1 - the complete absence of differentiation of speech sounds. At the same time, the child does not understand speech. This stage is defined as prephonemic.
At the 2nd stage, it becomes possible to distinguish acoustically distant phonemes, while acoustically close phonemes are not differentiated. A child hears sounds differently than an adult. The garbled pronunciation probably corresponds to a misperception of speech. There is no difference between correct and incorrect pronunciation.
At the 3rd stage, the child begins to hear sounds in accordance with their semantic features. However, a distorted, incorrectly pronounced word also correlates with the subject. At the same time, R.E. Levina notes the coexistence at this stage of two types of linguistic background: the former, tongue-tied, and re-forming.
At the 4th stage, new images predominate in the perception of speech in a child. Expressive speech almost corresponds to the norm, but phonemic differentiation is still unstable, which manifests itself in the perception of unfamiliar words.
At the 5th stage, the process of phonemic development is completed, when both the perception and the expressive speech of the child are correct. The most significant sign of the transition to this stage is that the child distinguishes between correct and incorrect pronunciation.
According to N.Kh. Shvachkin, the distinction of sounds, the development of phonemic perception occurs in certain sequence. First, the distinction of vowels is formed, then the distinction of consonants. This is due to the fact that vowels are "sonor" than consonants and, therefore, are perceived better. In addition, in Russian, according to A.M. Peshkovsky, vowels are five times more common than consonants.
The distinction between the presence and absence of a consonant occurs before the distinction between consonants. Before other consonants, the child distinguishes sonorants in speech. This, apparently, is explained by the fact that sonorous sounds are closest in their acoustic characteristics to vowels. Among noisy consonants, articulated noisy sounds begin to stand out earlier than others, i.e. sounds already present in the child's speech. Up to this stage, hearing played a leading role in the development of phonemic perception, then articulation begins to influence.
Thus, in the process of speech development, speech-auditory and speech-motor analyzers closely interact. The underdevelopment of the speech-motor analyzer has an inhibitory effect on the functioning of the speech-auditory one. So, the child first begins to distinguish between hard and soft consonants that are articulated, and then those that later appear in speech. Such an early differentiation of hard and soft consonants can be explained by the fact that this difference is semantically significant in Russian and is used very often. For example, according to A.M. Peshkovsky, after every two hard consonants in Russian there is a soft consonant.
Subsequently, the child learns differentiation within groups of consonants, first sonorous, then noisy. At the next stage of phonemic perception, sounds begin to be distinguished that differ in the way they are formed, primarily explosive and fricative.
Somewhat later, in the process of developing phonemic perception, a distinction arises between front- and back-lingual sounds, i.e. within the group of lingual sounds.
Quite late, the child learns the differentiation of deaf and voiced consonants. This can be explained by the fact that voiceless and voiced consonants are very close both acoustically and articulatory. The assimilation of the differentiation of voiced and deaf begins with acoustic discrimination. On the basis of this distinction by ear, pronunciation differentiation arises, which, in turn, contributes to the improvement of acoustic differentiation.
At the next stage in the development of phonemic perception, according to N.Kh. Shvachkin, the differentiation of hissing and whistling, smooth and ioted is assimilated. Hissing and whistling sounds appear late in the speech of children, moreover, these sounds are very close in their articulatory features. Normally, the process of phonemic differentiation, like the process of pronunciation differentiation, ends at preschool age.
Violations phonemic perception are noted in all children with speech disorders, and there is an undoubted connection between disorders of the speech-auditory and speech-motor analyzers. It is known that a violation of the function of the motor speech analyzer in dysarthria and rhinolalia affects auditory perception phonemes (G.F. Sergeeva, 1973). At the same time, there is not always a direct relationship between violations of the pronunciation of sounds and their perception.
Children with speech disorders have specific difficulties in distinguishing subtle differentiated features of phonemes that affect the entire course of development of the sound side of speech. They can secondarily influence the formation of sound pronunciation. Such shortcomings in the speech of children as the use of diffuse sounds of unstable articulation, the distortion of sounds that are correctly pronounced outside of speech in an isolated position, numerous substitutions and mixtures with a relatively well-formed structure and functions of the articulatory apparatus, indicate the primary unformed phonemic perception. Sometimes in such children there is a distinction by ear of those phonemes that are not opposed in pronunciation, in other cases, those phonemes that are differentiated in pronunciation do not differ either. Nevertheless, there is a certain proportionality here: the more sounds are differentiated in pronunciation, the more successfully phonemes are distinguished by ear. And the less there are "supports" in pronunciation, the worse the conditions for the formation of phonemic images. The development of phonemic hearing itself is in direct connection with the development of all aspects of speech, which, in turn, is determined by the general development of the child.
The attention of the teacher - speech therapist should be focused on the timely prevention of possible secondary, more distant consequences of speech pathology. Particular attention should be paid to the state of the sound side of speech, because the insufficient formation of phonemic processes, even with full compensation for pronunciation defects, can lead to shortcomings in mastering writing and reading skills.
Fuzziness in the perception of sounds can be reason:
- pronunciation defects;
Mastery failures sound composition the words;
Difficulties in mastering the sound composition of a word disrupt the normal course of mastery grammatical structure of the language, i.e. the child has manifestations of speech underdevelopment, which in this case will be secondary in relation to the primary defect - inadequate phonemic awareness.
When the violation covers the phonetic-phonemic and lexical-grammatical system, it manifests itself general underdevelopment of speech, in which lexico-grammatical and phonetic-phonemic disorders are a single interconnected complex.
The interconnection of various components of speech can be represented by the example of the relationship between the sound structure of a word, its lexical and grammatical meanings.
So, changing the number, nature and arrangement of sounds in a word changes its lexical, and often grammatical meaning.
Example 1: changing the first sound and in the word needle on the m, get a new word with a new meaning haze. Replacement in a word writing sound at sounds no, changes the grammatical meaning of the word.
Example 2: joining at the beginning of a word walked sound y gives a new value.
Example 3: changes in the meaning of words are known depending on the replacement of sounds similar in sound onion-meadow, caviar-game.
What speech disorders most often reveal violations of phonemic perception?
^ Phonetic-phonemic underdevelopment of speech - violations of the processes of formation of the pronunciation side of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes (moreover, a pronunciation defect is often a consequence of a defect in phonemic perception). (According to the clinical and pedagogical classification, these are dyslalia, mild forms of dysarthria, rhinolalia with elements of dyslexia and dysgraphia).
Phonemic perception is also impaired in children with general underdevelopment of speech(a complex speech disorder in which the formation of all components of the speech system related to its sound and semantic side is impaired. (According to the clinical and pedagogical classification of speech disorders developed by R.E. Levina, reading and writing disorders are considered as part of phonetic-phonemic, general underdevelopment speech, as their systemic delayed consequences, due to the lack of formation of phonemic and morphological generalizations, one of the root causes of which is a violation of phonemic perception.
In this way, well-formed phonemic perception will prevent the possible appearance of secondary speech defects(in the above examples, these are phonetic and phonemic underdevelopment, lexical and grammatical underdevelopment and general underdevelopment of speech), while reducing the likelihood of difficulties in mastering the written language.
R.E. Levina believes that the basis of reading and oral speech disorders is the underdevelopment of the phonemic system. R.I. Lalaeva gives a description of the state of phonemic perception in first-graders with phonemic dyslexia.
A certain number of schoolchildren by the end of the alphabetic period are still at the early stages of phonemic development. ^ From the point of view of the peculiarities of phonemic perception, schoolchildren with dyslexia can be divided into 2 groups:
1- children with gross underdevelopment of phonemic perception;
2 - with less pronounced manifestations of phonemic underdevelopment.
Children first group(mainly children with mental retardation or mental retardation) are at a very low level of phonemic development. Their underdevelopment of phonemic perception is very significant, since they have difficulty in distinguishing between correct and distorted words. Children correlate with the subject both the corresponding words and asemantic sound combinations that are similar in sound-syllabic structure. The degree of difficulty is determined by the nature of the syllabic structure of the presented words and asemantic combinations. If the syllabic structure of a word and an asemantic combination is different, then children can more easily differentiate them, correlating only correctly pronounced words with a certain picture or object ( window, not "kono"). There are difficulties in distinguishing words and asemantic combinations similar in sound structure ( cup- "skatan"), the greatest difficulties are caused by tasks for distinguishing words and asemantic combinations that differ in only one sound ( onion- "duk", lemon- "limit"). There are also errors in distinguishing quasi-homonymous words that differ in only one sound ( cottage-wheelbarrow, roof-rat).
Children also find it difficult to complete tasks for repeating a number of syllables with both similar and dissimilar acoustic sounds ( ta-ma-na, sa-sha-za). When differentiating words and syllabic series, they rely primarily on the general sound-syllabic structure of the word.
With a significant underdevelopment of phonemic perception, systemic disorders of oral speech are also observed, which manifest themselves in a polymorphic violation of sound pronunciation in the form of distortion, replacement of sounds, distortions in the sound-syllabic structure of a word, agrammatisms, inaccurate use of words, poor vocabulary.
Children with underdevelopment of phonemic perception of the first group have significant difficulties in mastering letters. Assimilation of letters is mechanical in nature. By the end of the alphabetic period, a small number of letters are acquired, mainly denoting vowels. Merging sounds into syllables, reading words is impossible.
At second group in children, phonemic underdevelopment is less pronounced and manifests itself in the incompleteness of the process of differentiation of those sounds that differ late even with normal phonemic development, especially whistling and hissing (S-Sh, Z-Zh, Shch-Ch, S-Ts). The differentiation of acoustically and articulatory close sounds is still unstable, phonemic representations of similar sounds are fuzzy. They can correctly repeat rows of syllables with phonetically distant sounds (TA-MA-SA), but when repeating a row of syllables with similar acoustic sounds, sound substitutions (CH-SCH, Ts-S, D-T) and permutations will be observed. Voiced sounds are replaced by deaf ones, affricates - by sounds that are an integral part of them.
Differentiating phonemes can be difficult in children in different ways. In some cases, there is a violation of auditory and pronunciation differentiation (Ш, for example, is mixed in pronunciation with the sound С). words-quasi-homonyms with these sounds do not differ in hearing, the sound structure of the syllable series is distorted. In other cases, only auditory differentiation is disturbed, or there may be fuzzy auditory-pronunciation images, phonemic ideas about these sounds. Words-quasi-homonyms differ; in expressive speech, replacements of close phonemes are not noted. However, when unfamiliar words and syllabic sequences that include close sounds are repeated, substitutions and rearrangements of phonemically similar sounds are observed. This fuzziness of phonemic representations is also manifested in substitutions in writing. The most difficult is the differentiation of Sh-Sch, Ch-Sch, Sh-S, D-T.
Successful formation of the process of reading and writing is possible only if there is a clear image of sound that does not mix with others either by ear or articulatory. In the event that the sound is mixed by ear or in pronunciation, it becomes difficult to correlate the sound with the letter. Assimilation of a letter is slow, a certain sound is not established behind the letter. The same letter corresponds not to one, but to two or more mixed sounds.
In the process of mastering reading, there are difficulties in assimilation and discrimination of letters denoting similar sounds (Д-Т, Ш-Ч, С-Ш, etc.), their mutual substitutions, confusion during reading.
^ Thus, phonemic underdevelopment in schoolchildren is manifested :
1) in the fuzziness of distinguishing and recognizing phonemic rows similar in sound structure (words, asemantic combinations, rows of syllables);
2) in the incompleteness of the process of differentiation of sounds, especially sounds that are distinguished by subtle acoustic or articulatory features.
In the majority of children enrolled in school speech centers, various speech disorders are combined with a lack of phonemic perception.
In this regard, they have difficulties in mastering the sound analysis and synthesis of words, and as a result, poor academic performance in writing and reading.
In many children with impaired EF, monomorphic and polymorphic sound pronunciation defects persist even at primary school age.
^ The nature of the errors associated with the violation of EF among students is diverse: substitutions, omissions of consonants and vowels, omissions of syllables and parts of a word, permutations, additions, separate spelling of parts of a word.
Conclusions on the first chapter: having studied the problem of unformed phonemic perception among first-graders, I came to the conclusion that the state of PE affects the level of readiness of the child to master written language. An unformed EF in time leads to secondary speech disorders that prevent successful learning to read and write, which is the foundation for all further schooling. From this follows the need for timely diagnosis and development of a system of corrective action through the creation of special conditions, taking into account the ontogenesis of the development of PE, the characteristics of schoolchildren with speech disorders, their psychophysiological characteristics, the principles of correctional and student-centered learning.
^ Practical part.
The experimental part of the project was carried out on the basis of the MOU "Secondary School No. 11 with UIIIA" in Noyabrsk. The school has organized the work of a speech center, which enrolls students with impaired oral and written speech. Experimental work was carried out with the 1st grade. The experiment involved 21 students. To solve the tasks set, a diagnosis was made of the level of formation of phonemic perception at the beginning of schooling. Diagnosis was carried out with two groups of children: 1) experimental - children enrolled in a speech therapy center in the amount of 11 people, 2) control - students with speech disorders, not enrolled in a speech center in the amount of 11 children). During ascertaining and control In the experiment, we used elements of the test methodology of T. A. Fotekova to diagnose the oral speech of younger schoolchildren.
The proposed method is designed to identify the features of the speech development of children of primary school age: qualitative and quantitative assessment of the violation, obtaining and analyzing the structure of the defect in the speech profile, the structure of the defect.
T.A Fotekova developed a scoring system for assessing the fulfillment of the tasks of the methodology. If necessary, clarify the state of any aspect of speech each of the series of methods can be used independently.
The technique uses speech tests proposed by R.I. Lalayeva (1988) and E.V. Maltseva (1991).
First group of tasks consists of 15 samples, which are chains of syllables with phonetically similar sounds. In speech therapy practice, this technique is traditionally used to phonemic awareness tests.
The second group of tasks focused on research sound pronunciation through the reflected pronunciation of specially selected words. The final assessment of sound pronunciation is made on the basis of the entire examination, which makes it possible to check the pronunciation of various sounds in different speech situations.
The third group of tasks - study of language analysis skills- consists of ten tasks that reveal the extent to which the child has mastered the concepts of "sound", "syllable", "word", "sentence" and the skills of separating them from the flow of speech. The maximum score is 10 points.
^ 1. Checking the state of phonemic perception
Instruction: Listen carefully and repeat after me as accurately as possible.
Presentation - reproduction - presentation - reproduction
Ba-pa-pa-ba-
Sa-za-za-sa-
Zha-scha-scha-zha-
Sa-sha-sha-sa-
La-ra-ra-la
Ma-na-ma-na-ma-na-
Yes-ta-da-ta-da-ta-
Ga-ka-ha-ka-ha-ka-
For-sa-for-sa-for-sa-
Zha-sha-zha-sha-zha-sha-
Sa-sha-sa-sha-sa-sha-
Tsa-sa-tsa-sa-tsa-sa-
Cha-cha-cha-cha-cha-cha
Ra-la-ra-la-ra-la-
First, the first member of the pair (ba - pa), then the second (pa - ba) is presented. The reproduction of the sample as a whole is evaluated (ba - pa - pa - ba). Syllables are presented before the first reproduction; exact repetition should not be achieved, because. the task of the survey is to measure the current level of speech development.
Grade: 1 point - accurate and correct reproduction at the pace of presentation;
0.5 points - the first term is reproduced correctly, the second is likened to the first
(ba - pa - ba - pa);
0.25 points - inaccurate reproduction of both members of the pair with rearrangement of syllables, their replacement and omissions;
0 points - refusal to perform, the complete impossibility of reproducing the sample. The maximum number of points for all tasks is 10.
^ 2. Study of sound pronunciation
Instruction: repeat the words after me:
Dog - mask - nose;
Hay - cornflower - height;
Castle - goat;
Winter - shop;
Heron - sheep - finger;
Fur coat - cat - reed;
Beetle - knives;
Pike - things - bream;
Seagull - glasses - night;
Fish - cow - ax;
River - jam - door;
Lamp - milk - floor;
Summer - wheel - salt.
Grade: it is proposed to conditionally divide all sounds into five groups: the first four are the most frequently violated consonants (1 group - whistling С, СЬ, З, Зб, Ц; 2 - hissing Ш, Ж, Ш, Ш; 3 - Л, Л ; 4 - P, Pb) and the fifth group - the rest of the sounds, the defects of which are much less common (posterior palatine sounds G, K, X and their soft variants, the sound Y, cases of defects in voicing, softening and extremely rare violations of the pronunciation of vowel sounds).
The pronunciation of the sounds of each group is evaluated separately according to the following principle:
3 points - perfect pronunciation of all group sounds in any speech situations;
1.5 points - one or more sounds of the group are pronounced correctly in isolation and reflected, but sometimes they are subject to substitutions or distortions in independent speech, i.e. insufficiently automated;
1 point - in any position only one sound of the group is distorted or replaced, for example, as it often happens, only the hard sound P suffers, while the soft version is pronounced correctly;
0 points - all or several sounds of the group are distorted or replaced in all speech situations (for example, all whistling sounds are defectively pronounced, or the sounds C, 3, C suffer, but Cb and 3b are preserved). The points awarded for each of the five groups are summed up. The maximum number of points for the entire task is 15.
^ 3. Study of language analysis skills
How many words are in a sentence?
The day was warm.
How many syllables are in a word?
Determine the place of the sound in the word:
the first sound in the word roof;
the third sound in the word school;
last sound in the word glass.
How many sounds are in a word?
bag
dictation
Grade: 1 point - correct answer on the first try;
0.5 points - correct answer on the second attempt;
0.25 points - the correct answer on the third attempt;
0 points - incorrect answer on the third attempt.
The maximum number of points for all tasks is 10.
^ The results of diagnosing the level of formation of phonemic perception at the ascertaining stage of the project in table 1,2. (Attachment 1)
Only with a clear sound pronunciation of all sounds is it possible to ensure the relationship between the letter and the corresponding sound, which is also necessary for mastering reading and writing, and almost always phonemic hearing that is not formed in time entails certain shortcomings in sound pronunciation. That is why the diagnosis of pronunciation was performed in the experimental and control groups. The results of diagnosing sound pronunciation at the ascertaining stage of the project in table 3.4. (Attachment 1). Since the leading scientists proved the existing direct relationship between the level of formation of phonemic perception and the ability to master the skill of sound analysis and synthesis, we also carried out diagnostics of the formation of the skill of elementary sound analysis in the experimental and control groups in order to trace the influence of a low level of development of phonemic perception. The results of diagnosing the level of formation of the skill of sound analysis and synthesis at the ascertaining stage of the project in table 5,6 (Appendix 1)
As a result ascertaining experiment we obtained initial data on the level of formation of phonemic processes, which are necessary prerequisites for teaching reading and writing, namely: on the level of formation of phonemic perception, sound pronunciation, the elementary skill of sound analysis and synthesis. As can be seen from the diagrams, in children of the experimental and control groups, the percentage expression of the quality of performance in all samples is low, i.e. the basic basis for mastering written speech has not been formed. Table 7 (Annex 1)
^ Formative experiment.
The system of corrective work on the formation of EF in younger students
It is clear that the elimination of speech defects is impossible without a specially organized correction of phonemic processes.
Corrective classes were carried out frontally (3 times a week), individually (correction of sound pronunciation 1 time per week). It is clear that without the ability to clearly differentiate the phonemes of the native language by ear, it is impossible to master the skills of sound analysis and synthesis, and this makes it impossible to fully master the skills of writing and reading.
The development of phonemic perception is carried out from the very first stages of speech therapy work. If a child has a defect in sound pronunciation, then work on the development of phonemic perception should be carried out simultaneously with the production and automation of sounds. without a full perception of phonemes, without a clear distinction between them, their correct pronunciation is also impossible. To solve this problem, we used traditional methods of well-known speech therapists-practitioners (T.B. Filicheva, G.V. Chirkina, Z.V. Repina, V.I. Seliverstova, T.A. Tkachenko, etc.)
Throughout the correctional work, it is necessary to take into account the state of the pronunciation skills of children, which allows you to determine the content of individual work on the formation of pronunciation. Particular attention should be paid to the development of auditory attention and memory, as well as the elimination of shortcomings in motor skills and gymnastics that develops the articulatory apparatus. Many authors note the interdependence of speech and motor activity, the stimulating role of training fine finger movements. In order to achieve better results in the work on setting sounds, so that the process is more entertaining and captivates children, we use such a method in the process of corrective work as bioenergy plastics is a friendly interaction of the hand and tongue. According to Yastrebova A.V. and Lazarenko O.I. body movements, joint movements of the hand and articulatory apparatus, if they are plastic, relaxed and free, help to activate the natural distribution of bioenergy in the body. This has an extremely beneficial effect on the activation of the intellectual activity of children, develops coordination of movements and fine motor skills. The essence of this technique is that the movement of the brush is added to all the classic articulation exercises. Dynamic exercises normalize muscle tone, switchability of movements, make them accurate, light, rhythmic. The child develops a visual image of the necessary articulatory structure and the production of sound based on kinesthetic sensations occurs much faster.
(Annex 2)
The teacher can independently choose the movement of the hand for any articulation exercise. What is important is not what exactly the child will do, but how he will do it. The child's attention is drawn to the simultaneous performance of articulation exercises and hand movements.
An important link in correctional work is the development in children of the ability to differentiate sounds in pronunciation that are similar in sound or in articulatory position. This skill can be developed in the course of specially selected games.
All speech therapy system according to the development in children of the ability to differentiate phonemes can be conditionally divided into six stages:
This work begins on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of the language (from sounds already mastered by children to those that are put and introduced into independent speech).
In parallel, from the very first lessons, work is being done to develop auditory attention and auditory memory, which allows achieving the most effective and accelerated results in the development of phonemic perception. This is very important, because the inability to listen to the speech of others is often one of the reasons for the incorrect speech of children.
Stage 1.Recognition of non-speech sounds. At this stage, in the process of special games and exercises, children develop the ability to recognize and distinguish between non-speech sounds. These activities also contribute to the development of auditory attention and auditory memory (without which it is impossible to successfully teach children to differentiate phonemes).
Game 1. Children stand in a circle. Unbeknownst to the driver, they pass a bell behind each other's backs. The driver must guess and show which child the bell rang behind.
Game 2. The speech therapist places several objects (or voiced toys) on the table, manipulating objects (knocking a pencil on the table, rattling a box with buttons, a rattle), he invites children to listen carefully and remember what sound each object makes. Then he covers the objects with a screen, and the children guess what is ringing or rattling. At this stage, the use of ICT is possible (Sound in MP 3 format: car, water, guitar, door, doorbell, telephone)
Game 3. "Sounds of the school." Close your eyes, listen to the sounds coming from the corridor, from the street.
Stage 2. ^ Distinguishing the pitch of the timbre and the strength of the voice. "Cubs" (imitate voices, find out whose voice) The use of ICT will make classes for children extremely interesting and memorable (Sound in MP 3 format: The game "Three Bears" - Mikhail Ivanovich, Mishutka, Nastasya Petrovna; "Cubs" - chickens - chickens , cat-kitten, dog-puppy)
Stage 3. ^ Distinguishing words that are similar in sound composition. 1. Clap your hands when you hear the correct name of the picture (wagon-wagon-fagon-wagon-facon-wagon). You need to start with words that are simple in sound composition and gradually move on to more complex ones.
2. The speech therapist exposes pictures on the typesetting canvas, the names of which are similar in sound (crab lacquer poppy tank juice suk house com scrap catfish goat spit puddles skis) Then he calls 3-4 words, and the children select the corresponding pictures and arrange them in the named order.
3. The speech therapist puts the following pictures on the typesetting canvas in one line: clod, tank, bough, branch, skating rink, slide. Then each is given a picture. The child should put this picture under the one whose name sounds similar. As a result, on the typesetting canvas, you should get approximately the following rows of pictures:
Kom tank bough branch ice rink slide
house cancer onion cage handkerchief crust
Catfish poppy beetle heel leaf mink
Stage 4. Syllable differentiation. Example: The speech therapist pronounces several syllables (na-na-na-pa). Children determine what is superfluous here. Work is carried out in the following sequence:
1. open syllables; 2. closed syllables; 3. syllables with a confluence of consonants;
Stage 5. Distinguishing phonemes of the native language.
The formation of differentiation of sounds is carried out based on various analyzers: speech-auditory, speech-motor, visual. Features of the use of certain analyzers are determined by the nature of the violation of differentiation. Work on the differentiation of mixed sounds should begin with a reliance on a more preserved visual perception, tactile and kinesthetic sensations received from the organs of articulation during the pronunciation of speech sounds.
At this stage, we used one from corrective health-saving technologies - speech rhythm in which is based on the methods of T.M. Vlasova, A.N. Pfafenrot and L.P. Noskovy.
Speech rhythm- this is a system of exercises in which various movements of the head, arms, legs, torso are combined with the pronunciation of certain speech material, which are based on the relationship of articulation, hearing and movement. Speech rhythm can be used at the very beginning of schooling individually and in groups and included in any speech therapy lesson.
The duration of speech exercises is regulated by a speech therapist, based on the individual characteristics and capabilities of the child, and is usually 5-10 minutes. The material for the exercises are individual sounds, sound "chains". All exercises are carried out by imitation. Work should begin with vowels, then move on to consonants, taking into account the sequence of differentiation of sounds in ontogenesis. ( Appendix 3).
Examples of exercises used at this stage of work:
1. Determine by silent articulation what sound the speech therapist makes (in front of the mirror). The ability of kinesthetic discrimination is being worked out. The schemes of vowel sounds presented in the method of T.A. Tkachenko
2. Determination of the presence of sound in a word:
1) Raise the letter corresponding to the given sound.
2) Name the pictures, in the name of which there is a given sound.
3) Match the given letter to the picture, in the name of which there is a given sound.
4) come up with words that include the sound corresponding to the presented letter.
3. Games for the differentiation of consonants in Lopukhina's book "550 entertaining exercises for the development of speech."
Stage 6 Formation of sound analysis skills.
Phonemic analysis involves both elementary and complex forms of sound analysis. It is considered elementary to highlight the sound against the background of the word. A more complex form is the isolation of the first and last sound from the word and the determination of its place in it.
The most difficult form of analysis is to determine the sequence of sounds in a word by their number of places in relation to other sounds. This form appears in children only in the process of special education.
^ Isolation of sound on the background of the word.
Stressed vowels stand out much more easily than unstressed ones. Slotted and sonorous sounds, as longer ones, stand out better than explosive ones.
With great difficulty, children determine the presence of a vowel in a word and single it out from the end of the word. The vowel sound is often perceived not as an independent sound, but as a shade of a consonant.
Work on the selection of sounds against the background of the word begins with articulatory simple ones.
First, it is necessary to clarify the articulation of the consonant - with the help of visual perception, and then on the basis of kinesthetic sensations. At the same time, attention is drawn to the sound characteristic of each sound, the presence or absence of a sound in the syllables presented by ear is determined. Then the speech therapist proposes to determine the absence or presence of sound in words of varying complexity (monosyllabic, disyllabic, trisyllabic). First, the presence of sound is determined by hearing and on the basis of one's own pronunciation, then only by hearing and, finally, by hearing mental representations.
Tasks:
1. Show the letter if the word has the corresponding sound.
2. Select from the sentence a word that includes a given sound, show a letter.
3. Match the letter with pictures that have the given sound in their names.
Isolate the first and last sound from a word.
A) Isolation of the first stressed vowel from the word. The work begins with the clarification of the articulation of vowel sounds.
1. Determine the first sound in words.
2. Pick up words starting with vowels A, O, U.
3. Select pictures whose names begin with stressed vowels A, O, U.
B) Isolation of the first consonant from the word. Isolating the first consonant from a word is much more difficult for children than isolating a consonant against the background of a word. The main difficulty lies in the division of the syllable into its constituent sounds. The development of the function of phonemic analysis for isolating the first sound from a word is carried out after children have developed the ability to isolate a sound from reverse and direct syllables and recognize the sound at the beginning of a word
1. Choose the names of flowers, animals, birds, dishes that begin with a given sound.
2. According to the plot picture, name the words that begin with this sound.
3. Guess the riddle, name the first sound in the riddle.
c) Determining the place of sound in a word.
First of all, it is proposed to determine the place of the stressed vowel in monosyllabic and disyllabic words. Then the definition of a consonant sound in a word.
1. Choose words in which L is at the beginning, at the end, in the middle.
2. Playing loto. Cards with pictures for a certain sound and cardboard rectangular strips, divided into 3 parts.
^ The development of complex forms of phonemic analysis (determining the sequence of the number and place of sounds in a word) Speech therapy work is carried out in close connection with teaching reading and writing. It is possible to single out the stages of the formation of phonemic analysis as a mental action.
1 - the formation of phonemic analysis based on auxiliary means, on external actions (pictures, graphic diagrams)
2 - the formation of the action of phonemic analysis in the speech plan.
3 - the formation of a phonemic action in the mental plane (without naming a word)
It is supposed to complicate the speech material. In the process of correcting reading disorders, not only the oral analysis of words is used, but also the formation of words from the letters of the split alphabet, written exercises.
When developing a system of speech therapy work we took into account ontogenetic principle.
In the process of forming phonemic perception, we took into account the stages and a certain sequence of distinguishing sounds in ontogenesis when determining the order of differentiation of sounds (according to N.Kh. Shvachkin).
Also when choosing methods and technologies I took into account the principle of maximum reliance on polymodal afferentations, on the largest possible number of functional systems, on various analyzers (especially at the initial stages of work). Thus, the process of differentiation of sounds is first carried out with the participation of visual, kinesthetic, and auditory afferentations. Later, auditory differentiation takes on a leading role. In this regard, in case of underdevelopment of phoneme differentiation, reliance is initially placed on the visual perception of articulation, kinesthetic discrimination in the pronunciation of sounds, and on auditory images of differentiated sounds. As a result, the development of speech kinesthesias is carried out initially based on visual and tactile sensations.
Since the sensation of the position of the speech organs in the process of articulation is difficult, children cannot immediately determine the position of the lips, tongue when pronouncing a particular sound, in this case, an effective technology is bioenergy plastics - (friendly movements of the organs of articulation and hands) and speech rhythm .
Due to the fact that speech disorders can be caused by organic damage to the cortical areas of the brain involved in the process of reading and writing, delayed maturation of these systems, disruption of their functioning , classes included tasks for orientation in space and one's own body, which activate nervous processes, sharpen attention, kinetic memory; breathing exercises- stimulating the work of the brain, regulating neuropsychic processes; kinesiology exercises, affecting interhemispheric interaction (“brain gymnastics”), contributing to the activation of various parts of the cerebral cortex or correcting problems in various areas of the psyche. By performing these exercises in the system, the hidden abilities of a person are manifested and the boundaries of the possibilities of his brain are expanding. As a rule, children studying at a speech center do not have good health, and in working with these children, health protection plays a huge role and increases the efficiency of correctional work. Elements of health-saving technologies were included in almost every lesson. In the classroom I also used ICT (sounds, diagrams, visual symbols). Thanks to the above technologies, it was possible to build speech therapy work on the differentiation of sounds based on various analyzers: speech-auditory, speech-motor, visual. During physical education sessions, work was also carried out to develop phonemic perception. Ball games were used to develop phonemic processes. The exercises are presented in the "Collection of exercises for the development of phonemic perception in younger students" (Collection published on the pages of the electronic publishing house ZAVUCH.INFO)).
This material was also recommended for use by primary school teachers in the development of phonemic representations in the classroom and at other regime moments in order to prevent dysgraphia and dyslexia, develop the skill of sound analysis and synthesis.
Control stage.
A year later, after the formative experiment, repeated examination of phonemic processes in the experimental and control groups (control diagnostics) using the same speech samples as at the ascertaining stage. Tables 8-13 (Annex 1) Comparison of the results of the first and second slices makes it possible to evaluate the effectiveness of the correction. As a result of the correction, there is a significant increase in the percentage of the quality of the tests in the children of the experimental group. (The percentage expression of the quality of performing tests on phonemic perception in children from the EG increased from 55.9% to 98.6%, sound pronunciation - from 77.57% - to 97.87%, the formation of the skill of sound analysis - from 59.72% to 99 ,5% A slight positive trend is observed in the children of the control group (the percentage of the quality of test performance for phonemic perception in children in the CG increased from 66% to 80.5%, sound pronunciation - from 73.3% to 83.3%, the formation of the skill sound analysis - from 69.5% to 83%) Without special remedial training for children with speech disorders, the process of forming the phonemic processes necessary for successful mastery of reading and writing is impossible. Tables 14-15 (Annex 1)
It can be concluded that the activities carried out by me contributed to the development of phonemic perception and other phonemic processes necessary for the successful mastery of written speech. Thus, the goals have been achieved, the tasks set during the implementation of the project have been fulfilled.
Conclusion.
A theoretical study of the problem of unformed phonemic perception in first-graders and the results of a pedagogical project led to the conclusion that the state of PE affects the level of a child's readiness to master written language. An unformed EF in time leads to secondary speech disorders (phonetic-phonemic, lexical-grammatical, general underdevelopment of speech) that prevent successful learning to read and write, which is the foundation for all further schooling. This implies the need for timely diagnosis and development of a system of corrective action through the creation of special conditions, taking into account the ontogeny of the development of PE, the principles of correctional development, personality-oriented learning, psychophysiological characteristics of younger students with speech disorders in order to prevent and correct dyslexia and dysgraphia.
Literature.
Test method Fotekova T.A. for the diagnosis of oral speech of younger students. - M.: Arkti, 2000. - 56 p.
Methods for examining the speech of children: A manual for the diagnosis of speech disorders / Ed. ed. prof. G.V. Chirkina 3rd ed., add. - M.: ARKTI, 2003. - 240 p.
Non-traditional methods in correctional pedagogy. / Compiled by M. A. Povalyaeva. - Rostov-on-Don: Phoenix, 2006. - 349 p.
A.V. Yastrebova, O.I. Lazarenko "I want to go to school" A system of exercises that form the speech-cogitative activity and culture of oral speech of children. - M.: ARKTI, 1999.-136 p.
IN AND. Seliverstov Speech games with children. M.: VLADOS, 1994
R. I. Lalaeva Reading disorders and ways of their correction in younger schoolchildren. St. Petersburg: SOYUZ, 1998. - 224 p.
R. I. Lalaeva Logopedic work in correctional classes. M.: VLADOS, 1999
L.M. Kozyreva Program and methodological materials for speech therapy classes. Yaroslavl, Academy of Development. – 2006.
L.N. Efimenkova “Correction of errors caused by unformed phonemic perception. M.: Bibliophile - 2003
E.V. Mazanova Correction of dysgraphia on the basis of violations of language analysis and synthesis. Summaries of classes for speech therapists. M.: Ed. "GNOM and D". 2007.-2007 - 128 p.
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Speech therapy project: "The system of didactic games and game techniques aimed at developing phonemic perception in preschoolers"
Introduction………………………………………………………………………….. 3
The relevance of this topic ……………………………………………… 3
Main part. The system of didactic games and game techniques aimed at developing phonemic perception in preschoolers.
The role of didactic play in the development of a child's speech. ………………… four
The development of phonemic perception in children of preschool age………………………………………………………………………...... 5
Stages in the work on the formation of phonemic perception ... .. 7
A complex of games and game exercises aimed at the formation of phonemic perception……………………………… 9
Conclusion…………………………………………………………………… 16
References………………………………………………………….. 17
1. The relevance of this topic
This work is devoted to the problem of the formation of phonemic perception in children with OHP of preschool age through the system
didactic games and game techniques.
The topic is relevant both for speech therapy and pedagogy in general, since the level of formation of phonemic representation in
child depends on their further assimilation of literacy.
Full speech of the child is an indispensable condition for his
successful schooling. Therefore, it is very important to eliminate all the shortcomings of speech in preschool age. Most children with speech
pathology have difficulty in auditory differentiation of sounds
speech due to the underdevelopment of phonemic perception.
The problem of the development of phonemic perception is especially acute during the period of preparing the child for schooling, i.e. at senior preschool age, when without a formed phonemic perception it is impossible to successfully master literacy and writing skills.
“Among the methods for correcting speech therapy disorders in preschoolers, didactic games and game techniques have proven themselves on the positive side in terms of effectiveness, and therefore a speech therapist needs to widely use games in correctional work” (V.I. Seliverstov).
Phonetic and phonemic underdevelopment 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 with intact physical hearing and intelligence.
Thus, in order to improve efficiency correctional work on the formation of phonemic perception in preschoolers with OHP it is necessary to widely use the system of didactic games and game techniques.
Target abstract - to describe the system of didactic games and game techniques aimed at the formation of phonemic perception in
children used in speech therapy.
The system of didactic games and game techniques aimed at developing phonemic perception in preschoolers
The role of didactic play in the development of a child's speech
Didactic game is the link between the game and learning.
For a child, it is a game, and for an adult, it is one of the ways of learning. The essence of the didactic game lies in the fact that children solve mental problems proposed to them in an entertaining way, find solutions themselves, while overcoming certain difficulties. The child perceives the mental task as a practical, playful one, which increases his mental activity. (A.K. Bondarenko).
The didactic game has a certain structure that distinguishes it from other types of games and exercises. Structure is the main elements that characterize the game as a form of learning and game activity at the same time.
The following structural components of the didactic game are distinguished:
didactic task;
game task;
game actions;
rules of the game;
result (summarizing).
In modern speech therapy, a didactic game is created by a teacher specifically for educational purposes, when learning proceeds on the basis of a game and didactic task. In the didactic game, the child not only acquires new knowledge, but also generalizes and reinforces it. A didactic game acts simultaneously as a type of game activity and a form of organizing interaction between a speech therapist and a child.
In the creation of a modern system of didactic games that contribute to the development of speech, great merit belongs to E.I. Tiheeva. She claims that speech is an invariable companion of all the actions of the child; the word must reinforce every effective habit acquired by the child. The manifestations of the child's speech come out most clearly in play and through play.
In word games, A.K. Bondarenko, the child learns to describe objects, to guess from the description, according to signs of similarity and difference, to group objects according to various properties, signs, to find alogisms in judgments, to invent stories on their own.
Game actions in word games form auditory attention, the ability to listen to sounds; encourage repeated repetition of the same sound combination, which exercises the correct pronunciation of sounds and words.
Thus, the use of didactic games in the work of a speech therapist contributes both to the development of children's speech activity and to an increase in the effectiveness of correctional work.
3. Development of phonemic perception in the development of speech of preschool children
Phonemic perception is the ability to catch and distinguish by ear the sounds (phonemes) of the native language, as well as to understand the meaning of various combinations of sounds in words, phrases, texts. Speech hearing helps to differentiate human speech in terms of volume, speed, timbre, and intonation. Children with impaired phonemic perception often distort in speech those sounds that they know how to pronounce correctly. The reason for incorrect speech lies not in the unwillingness of the child to speak correctly, but in the shortcomings of phonemic perception. For children with underdevelopment of phonemic perception, violations of the sound and syllabic structures of the word (omission, insertion, rearrangement, repetition of sounds and syllables) are also characteristic. With the help of developing articulation skills, only a minimal effect can be achieved, and moreover, a temporary one. Phonemic perception is the most important stimulus for the formation of normalized pronunciation. A stable correction of pronunciation can only be guaranteed with the advanced formation of phonemic perception. There is no doubt the connection between phonemic and lexico-grammatical representations. With systematic work on the development of phonemic perception, children perceive and distinguish much better: word endings, prefixes in single-root words, common suffixes, prepositions when consonants come together, etc. In addition, without a sufficient formation of phonemic perception, the formation of phonemic processes that are formed on its basis is impossible: the formation of full-fledged phonemic representations, phonemic analysis and synthesis. In turn, without long-term special exercises on the formation of sound analysis and synthesis skills, children do not master literate reading and writing. Children with impaired phonemic perception do not do well at school with the sound analysis of words, which leads to difficulties in reading and to gross violations of writing (omissions, rearrangement, replacement of letters) and is the reason for their poor progress. Work on the development of phonemic perception is of great importance for mastering the correct sound pronunciation and for the further successful education of children at school. It leads the child to a complete analysis of the sound composition of the word, which is necessary for teaching literacy. A child with good phonemic perception, even if there is a violation of sound pronunciation, that is, if he cannot pronounce a sound correctly, recognizes it correctly in someone else's speech, associates it with the corresponding letter, and does not make mistakes in writing.
4. Stages in the work on the formation of phonemic perception
The development of phonemic perception is carried out at all stages of work with children and is carried out in a playful way, in frontal, subgroup and individual classes.
This work begins on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of a given language. In parallel with the very first classes, work is carried out to develop auditory attention and auditory memory, which allows achieving the most effective and accelerated results in the development of phonemic perception. This is very important, since the inability to listen to the speech of others is often one of the causes of incorrect sound pronunciation.
In the work on the formation of phonemic perception, the following stages can be distinguished:
1st stage- recognition of non-speech. At this stage, in the process of special games and exercises, children develop the ability to recognize and distinguish between non-speech sounds. These activities also contribute to the development of auditory attention and auditory memory (without which it is impossible to successfully teach children to differentiate phonemes.
2nd stage- the difference in pitch, strength, timbre of the voice on the material of the same sounds, words, phrases (these are games like “Tell me how I am”, “How words differ: rhymes, changes in sound complex in height and strength”, etc.). During this stage, preschoolers learn to distinguish between the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations and words.
3rd stage- the difference between words that are close in their sound composition, through game tasks such as repeat similar words, choose a word that differs from the rest, select a rhyme for a poem, reproduce a syllable series with a change in stress, reproduce a word in rhyme, etc. At this stage, children should learn to distinguish between words that are close in sound composition. Children are also offered tasks where they must learn to distinguish between words that differ in one sound (Words are selected in which sounds are different in terms of acoustic-articulatory properties. For example, whistling - sonoristic or affricates - sonoristic).
4th stage- differentiation of syllables. Game exercises at this stage teach children to listen to the sound of syllables and words, independently find words similar and dissimilar, correctly reproduce syllabic combinations, develop auditory attention. Children can be offered to complete the following tasks: reproduce syllabic combinations with the same vowel and different consonants, syllabic combinations that differ in sonority-deafness (pa-ba, poo-boo-pu); reproduce syllabic pairs with an increase in consonant sounds (ma-kma, then-who), syllabic combinations with a common confluence of two consonants and different vowels (tpa-tpo-tpu-tpy).
5th stage- differentiation of sounds. At this stage, children learn to distinguish the phonemes of their native language. You need to start with the differentiation of vowel sounds. At this stage, children learn to isolate the desired sound from the composition of didactic exercises - they teach children to listen to the sound of words, pronounce sounds clearly and correctly in it, find and highlight certain sounds with their voices, and develop phonemic hearing.
6th stage- development of phonemic analysis and synthesis skills, the task of the last, sixth, stage of classes is to develop the skills of elementary sound analysis in children. This work begins with the fact that preschoolers are taught to determine the number of syllables in a word and to slap two and three compound words; slap and tap the rhythm of words of different syllabic structures; highlight the stressed syllable. Next, an analysis of vowel sounds is carried out, where children learn to determine the place of a vowel sound in an ore of other sounds. Then proceed to the analysis of consonants. At the same time, the child is first taught to single out the last consonant sound in the word. The implementation of the above-mentioned stages takes place with complex interaction with narrow specialists.
Thus, work on the development of phonemic perception should be carried out in stages: starting with the isolation and discrimination of non-speech sounds and up to fine differentiation of sounds similar in acoustic-articulatory properties. In parallel, work is underway to develop children's auditory attention and memory in preschoolers.
5. A complex of games and game exercises aimed at the formation of phonemic perception
The complex of games and game exercises aimed at forming the phonemic perception of preschool children with speech disorders includes the following areas:
1. Games aimed at developing auditory attention.
2. Games for the development of speech hearing.
3. Games to distinguish between correctly and defectively pronounced sound.
4. Distinguishing words that are close in sound composition.
5. Differentiation of syllables.
6. Differentiation of sounds.
7. Games aimed at the formation of sound analysis and synthesis.
8. Characteristics of sounds.
Games aimed at developing auditory attention, recognition of nonverbal sounds
Games of this group contribute to the development of auditory influence and control in children, teach children to listen carefully and correctly perceive the speech of others.
"Learn by sound"
Target. The development of auditory attention, phrasal speech.
Equipment: screen, various toys and objects (paper, spoon, shelf, etc.)
Description of the game. The leader behind the screen makes noises and sounds with different objects. The one who guesses what the leader is making noise with raises his hand and tells him about it.
You can make different noises: throw a spoon, an eraser, a piece of cardboard on the table, hit an object against an object, crumple paper, tear it, cut the material, etc.
The one who guesses the noise gets a chip as a reward.
Games for the development of speech hearing
During this stage, preschoolers are taught to distinguish between the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations and words. The purpose of these games and exercises is to teach children to speak loudly, quietly, in a whisper, loudly and quietly reproduce onomatopoeia, develop auditory perception.
"Three Bears" .
Game progress: an adult exposes pictures of three bears in front of the children - large, medium, small. Then, telling the tale of the three bears, he pronounces the appropriate remarks and onomatopoeia in either a low or a high voice. Children should, focusing on the sound complex and the height of the voice, simultaneously raise the corresponding picture.
"Guess who"
Target. Ear training.
Description of the game. Children stand in a circle. The driver goes to the middle of the circle, closes his eyes and then goes in any direction until he comes across one of the children, who must give a voice in a prearranged way: “ku-ka-re-ku”, “av-av-av” or “ meow-meow”, etc. The driver must guess which of the children screamed. If he guesses correctly, he becomes in a circle. The one you recognize will be the leader. If you do not guess, then it remains to drive again.
Games aimed at distinguishing between correctly and defectively pronounced sound
"What's the right way to say it?"
Target. Learn to identify defective words and correct them.
Description of the game. The speech therapist imitates the distorted and normal pronunciation of the sound in the word and invites the children to compare the two types of pronunciation and reproduce the correct one.
"Be careful"
Target. Learn to determine the correct pronunciation of words. Equipment. Pictures: banana, album, cage.
Description of the game. Pictures are laid out in front of the child and they are offered to listen carefully to the speech therapist: if the speech therapist correctly names the picture, the child raises a green flag, incorrectly - red. Spoken words: baman, paman, banana, banam, wanan, come on, bawan, wanan; anbom, aybom, alm, album, avbom, alpom, alnom, able; cage, cage, cage, cage, cage, cage, cage.
Games aimed at distinguishing words that are close in sound composition
"Dunno confused"
Target. Learn to choose words that sound similar.
Equipment. Pictures: onion, beetle, bough, cancer, varnish, poppy, juice, house, scrap, catfish, spoon, midge, matryoshka, potato, etc.
Description of the game. The speech therapist pronounces the words and invites the child to name a word that is not like the others:
Poppy, tank, so, banana; - catfish, com, turkey, house;
Lemon, wagon, cat, bud; - poppy, tank, broom, cancer;
Scoop, gnome, wreath, ice rink; - heel, fleece, lemon, tub;
Branch, sofa, cage, mesh; - skating rink, skein, house, stream, etc.
"Say a word"
Target. Learn to choose the right word in meaning and sound.
Description of the game. The speech therapist reads the couplet, highlighting the last word in the first line with his voice, and suggests choosing one word for the rhyme from the suggested ones:
I sewed a shirt for Mishka, I'll sew him ... (pants).
On holidays, on the street, in the hands of the children
Air is burning, shimmering ... (balloons).
He is with a bell in his hand, in a blue-red cap.
He is a fun toy, and his name is ... (Petrushka!)
All the guys from the yard shout to the kids: (“Hurrah!”)
In this river, two ... (sheep) drowned early in the morning.
There is a big fight in the river: two quarreled ... (cancer).
"Well listen"
An adult gives the child two circles - red and green and offers a game: if the child hears the correct name of the object shown in the picture, he must raise the green circle, if the wrong one - red (baman, paman, banana, banam, bawan ...).
The complication of such games - exercises is as follows: first, words are selected that are light in sound composition, then more complex
Games aimed at differentiating syllables
"Repeat Right"
Target. Develop phonemic perception, the ability to clearly reproduce syllabic chains.
Equipment: ball.
Description of the game. Children sit in a circle. The teacher invites the children to catch the ball in turn and listen carefully to the chain of syllables, then the child must repeat correctly and throw the ball back. Syllabic rows can be different: mi-ma-mu-me, pa-pya-pa, sa-sa-za, sha-sa ....
"Living syllables"
Three children memorize one syllable each and go behind the screen, and when they come out, they pronounce them; the rest of the guys determine which syllable was the first, second and third. Later, the syllables that make up the word are introduced into the games, for example, MASHI-NA, after naming the syllabic series, the children answer what happened, or find such a picture among others.
Games aimed at differentiating sounds
An adult gives pictures to a child. Pictures depicting a train, a girl, a bird and explains: “The train is buzzing oo-oo-oo-oo; the girl is crying ah-ah-ah-ah; the bird sings and-and-and-and". Then he pronounces each sound for a long time, and the child raises the corresponding picture.
Similarly, work is carried out to distinguish between consonant sounds.
"Find a place for your picture"
Target. Vocabulary activation, differentiation of various sounds.
Equipment. Pictures, in the name of which there are sounds [w] and [g].
Description of the game. The children are sitting at the tables. The teacher shows them pictures of a ball. The teacher says: “When air comes out of the ball, you can hear: sh-sh-sh-sh... I put this picture on the left side of the table.” Then he shows them a picture of a beetle and reminds them how the beetle buzzes: w-w-w-w...“I put this picture on the right side of the table. Now I will show and name the pictures, and you listen to which of them will have the sound [w] or [w] in the name. If you hear the sound [w], then the picture should be placed on the left, and if you hear the sound [w], then it should be placed on the right. The teacher shows how to complete the task, then calls the children in turn, who name the pictures shown.
Pictures must be selected so that the spoken sounds correspond to their spelling. You can not take such words where the sound [g] is at the end of the word or before a deaf consonant.
"Find your picture"
Target. Differentiation of sounds [l] - [p] in words.
Equipment. Pictures with the sound [l] or [r] in their names. For each sound, the same number of pictures are selected.
Description of the game. The teacher lays out the pictures with the picture up, then distributes the children into two groups and tells them that one group will select pictures for the sound [l] and the other for [p]. Approaching your group
the child claps the palm of the person in front and stands at the end of the group, and the one who turns out to be the first goes after the next picture, etc. When all the children have taken the pictures, both groups turn to face each other and name their pictures. When repeating the game, you can slightly modify:
Games aimed at the formation of phonemic analysis and synthesis
"Catch the Sound"
Target. Learn to distinguish a sound from a number of other sounds.
Description of the game. Children sit in a circle. The teacher invites the children to clap their hands when they hear the sound [a]. Further different sounds are offered: A, P, U, A, K, A, etc. For complication, only vowel sounds can be suggested. Similarly, a game is played to highlight other sounds, both vowels and consonants.
Games for highlighting the first and last sound in a word, determining the place of a sound (beginning, middle, end)
"Fun Train"
Target. Learn to determine the location of the sound in the word.
Equipment: a toy train, pictures in the names of which there is a certain sound that occupies different positions in the word.
Description of the game. In front of the children there is a train with a steam locomotive and three cars in which toy passengers will travel, each in their own car: in the first - those in whose name the given sound is at the beginning of the word, in the second - in the middle of the word, in the third - at the end.
Games for determining the sequence of sounds in a word
Games aimed at determining the characteristics of sounds
"Colorful balls"
Target. Consolidation of differentiation of vowels and consonants, development of attention, speed of thinking. Equipment: red and blue balls. Description of the game. Red is a vowel. Blue - no. What's the sound? Give me an answer!
The teacher throws the ball to the children. The catcher calls a vowel sound if the ball is red, a consonant if the ball is blue, and throws the ball back to the teacher.
"Show the circle of the desired color"
Target. Strengthening the differentiation of vowels and consonants, Equipment: red and blue circles according to the number of children.
Description of the game. Each child is given a red and a blue circle. The teacher invites the children to listen to different sounds, and a blue circle is raised if they hear a consonant sound and a red one if they hear a vowel.
Description of the game. First option.
Similarly, games can be played to differentiate consonants by softness - hardness, sonority - loudness.
"Name your brother"
Target. Consolidation of ideas about hard and soft consonants. Equipment: ball. Description of the game. First option.
The speech therapist calls a solid consonant sound and throws the ball to one of the children. The child catches the ball, calls it a soft pair - "little brother" and throws the ball to the speech therapist. All children take part in the game. It is carried out at a fairly fast pace. If the child makes a mistake and gives the wrong answer, then the speech therapist himself calls the desired sound, and the child repeats it.
Thus, didactic games for the development of phonemic perception contribute to the successful mastering of the prerequisites for further mastering the norms of the native language by children, since the development of phonemic hearing and perception is of great importance for mastering the skills of reading and writing, positively affects the formation of the entire speech system of a preschooler, and also lays foundations for successful schooling. The task of a speech therapist is to arouse pupils' interest in the game, competently organize the game, providing an interested perception of the material being studied by children and involving them in mastering new knowledge, skills and abilities. .
Conclusion
In recent years, researchers often turn to the problem of phonemic perception in preschoolers. This is not accidental, because the development of reading and writing requires a clear correlation of sound and letter, clear auditory differentiations, and the ability to analyze the speech flow into constituent units. Consequently, a high level of development of phonemic perception is a prerequisite for the successful development of literacy in the future, especially for children with speech disorders.
Thus, without special corrective influence, the child will not learn to distinguish and recognize phonemes by ear, to analyze the sound-syllabic composition of words. The described phased complex of gaming exercises in the classroom contributes to a sufficient formation
phonemic perception. The practical application of such a system of didactic games significantly increases the level of readiness for schooling, prevents dysgraphia and dyslexia.
This essay will be useful to speech therapists, educators of speech groups and parents of preschoolers with OHP.
Bibliography
Altukhova N.G. Learn to hear sounds. - St. Petersburg, 1999.
Agranovich Z.E. To help speech therapists and parents. A collection of homework to overcome the underdevelopment of the phonemic side of speech in older preschoolers. - St. Petersburg, 2005
Aleksandrova T.V. Live sounds or phonetics for preschoolers - St. Petersburg. 2005.
Bondarenko A.K. Didactic games in kindergarten: Book. For
Vlasenko I.T. Chirkina G.V. Methods for examining speech in children. / I.T. Vlasenko, G.V. Chirkina - M., 1970.
Varentsova N.S., Kolesnikova E.V. The development of phonemic hearing in preschoolers. - M., 1997.
Gadasina L.Ya., Ivanovskaya O.G. Sounds of all trades: fifty speech therapy games. SPb. 2004.
Games in speech therapy work with children / ed. Seliversotov V.I. - M., 1981
Golubeva GG, Correction of violations of the phonetic side of speech in preschoolers - St. Petersburg. 2000.
Durova N.V. Phonemics. How to teach children to hear and pronounce sounds correctly / N.V. Durov. – M.: Mosaic-Synthesis.
Zhurova L.E., Elkonin D.B. To the question of the formation of phonemic perception in preschool children. Moscow: Education, 1963.
Maksakov A.I., Tumakova G.A. Learn by playing. - M., 1983.
Tkachenko T.A. If the child does not speak well. –SPb., 1997.
Tumakova G.A. Familiarization of preschoolers with the sounding word. - M., 1991.
Seliverstov V.I. Speech games with children. - M .: Vlados, 1994
Dictionary "Terms and concepts of speech therapy" // "Speech therapy" (Edited by L.S. Volkova)
Tumakova G.A. Familiarization of a preschooler with a sounding word / Ed. F. Sokhin. - M .: Mosaic-Synthesis, 2006.
The practical significance of the work: the presented system of game tasks, projects can be used by speech therapists, teachers of preschool educational institutions in the process of correctional speech therapy and general educational work on the development of children. Relevance: Work on the development of phonemic perception in children with speech disorders is of great importance for mastering the correct sound pronunciation and for the further successful education of children at school.
Objectives: - to consider modern approaches to the study and correction of violations of phonemic perception in preschool children with phonetic-phonemic disorders (PPD); - to systematize and expand the system of game methods of work on the formation of phonemic hearing and perception, taking into account the developmental features of children with FFN; - to develop in children a conscious interest in their native language and its laws, directing their attention to the external, sound side of speech on the basis of didactic games and exercises; - to form the correctional and speech therapy competence of parents and teachers on the development of phonemic perception in preschool children through the implementation of the project "Phonetics for preschoolers". Purpose: improvement of the system of correctional and speech therapy work on the development of phonemic perception in children with speech disorders.
Theoretical study of phonemic perception in children with FFN With the development of speech therapy science and practice, physiology and psychology of speech (R.E. Levina, M.E. Khvattsev, N.X. Shvachkin, L.F. Chistovich, A.R. Luria and etc.), it became clear that in cases of violation of the articulatory interpretation of an audible sound, its perception may deteriorate to varying degrees. R. E. Levina, on the basis of a psychological study of children's speech, came to the conclusion that phonemic perception is essential for the full assimilation of the sound side of speech. It was found that in children with a combination of impaired pronunciation and perception of phonemes, there is an incompleteness in the processes of formation of articulation and perception of sounds that differ in subtle acoustic-articulatory features. These children belong to the category of children with phonetic-phonetic underdevelopment of speech.
Stage 1 - recognition of non-speech sounds. Stage 2 - distinguishing the height, strength, timbre of the voice on the material of the same sounds, combinations of words and phrases. Stage 3 - distinguishing words that are close in sound composition. Stage 4 - differentiation of syllables. Stage 5 - differentiation of phonemes. Stage 6 - development of skills in elementary sound analysis. Stages of work on the formation of phonemic perception in preschool children with FFN
Games aimed at developing phonemic perception contribute to the formation in children of a focus on the sound side of speech, develop the ability to listen to the sound of a word, recognize and highlight individual sounds, distinguish sounds that are similar in sound and pronounce "Sound Lotto" "Choose pictures with the right sound"
Didactic games are carried out in a differentiated way, depending on the degree of violation of phonemic perception, on the characteristics of the symptoms, on the individual psychological characteristics of children. "Sound wheels" "Identify the first sound in the word" "" "Singing sounds" "Sound balls"
Educational project for children of senior preschool age "Phonetics for preschoolers" Plan of activities for the project "Phonetics for preschoolers" 1. Evening of riddles "Singing sounds" (riddles - riddles for vowel sounds). 2. Do-it-yourself competition (production of three-dimensional letters by parents with children). 3. Integrated lesson "Birthday of the letter Ш". 4. Practicum for parents "Phonetic serpentine" (games on phonemic material. Consultation for parents "We develop phonemic perception." 5. Information in the corner for parents: "Phonetics is ..."; "Cheat sheet for parents"; "Develop phonemic hearing" Toy library "Kaleidoscope of Sounds" Individual representations of selected sounds by children
1. Systematization and replenishment of the base of didactic games for the development of phonemic hearing and perception. 2. Positive dynamics in the correction of speech disorders. 3. Increasing the interest, activity, creative participation of parents in the lives of their children, strengthening cooperation between teachers of the gymnasium and families in preparing future first-graders for schooling. Work results
Brief summary of the project
Project type: correctional-pedagogical, creative.
Executor: speech therapist of the first qualification category MADOU d / s No. 9 "Cockerel" of the combined type.
Addressing: the project is designed for children of the senior group "Fairy Tale", attending a speech therapy center; group educators; parents.
Duration: long-term, September-March 2014-2015 academic year.
Expected result: organization of correctional and speech therapy work with children in the conditions of a speech therapy center of a preschool educational institution, through the successful use of ICT.
This project is aimed at the development of phonemic hearing and perception of children with speech disorders with the priority use of information and communication technologies.
The project is open in nature: having studied the innovative technologies used in speech therapy practice and relying on the material and technical equipment of the speech therapy room, for the 2014-2015 academic year I plan to work on the use of information technology in working with children of older preschool age who have a violation of phonemic processes.
Information technology of education is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video, computers, telecommunications networks) to work with information.
The project will be implemented through the use of information and communication technologies: special computer programs, games, presentations, pictures, audio recordings (poems, nursery rhymes, tongue twisters), music.
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Municipal Autonomous Preschool Educational Institution Kindergarten No. 9 "Petushok" combined type
Logopedic project
on the topic:
“Improvement of phonemic processes in children
senior preschool age
with the help of ICT"
"You and Your Health"
I qualification category
Katkova Elza Yurievna
Blagoveshchensk
Brief summary of the project
Project type: correctional-pedagogical, creative.
Executor: speech therapist of the first qualification category MADOU d / s No. 9 "Cockerel" of the combined type.
Addressing: the project is designed for children of the senior group "Fairy Tale", attending a speech therapy center; group educators; parents.
Duration:long-term, September-March 2014-2015 academic year.
Expected result:organization of correctional and speech therapy work with children in the conditions of a speech therapy center of a preschool educational institution, through the successful use of ICT.
This project is aimed at the development of phonemic hearing and perception of children with speech disorders with the priority use of information and communication technologies.
The project is open in nature: having studied the innovative technologies used in speech therapy practice and relying on the material and technical equipment of the speech therapy room, for the 2014-2015 academic year I plan to work on the use of information technology in working with children of older preschool age who have a violation of phonemic processes.
Information technology of education is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video, computers, telecommunications networks) to work with information.
The project will be implemented through the use of information and communication technologies: special computer programs, games, presentations, pictures, audio recordings (poems, nursery rhymes, tongue twisters), music.
Formulation of the problem
In recent years, there has been an increase in the number of children with speech disorders and, accordingly, there is a need to find the most effective way of teaching this category of children.
The legal framework and the regulation on the speech therapy center of a preschool educational institution makes it possible to reconsider the priorities for the provision of speech therapy assistance and the use of innovative technologies, which will contribute to more efficient and high-quality work of a speech therapist with children of older preschool age in a speech therapy center of a preschool educational institution.
The use of various non-traditional methods and techniques in correctional work prevents children from fatigue, supports cognitive activity in children with various speech pathologies, and increases the efficiency of speech therapy work in general.
The introduction of computer technology is a new step in the educational process. I, working in a kindergarten, are actively involved in the process of widespread use of ICT in my practice. To implement correctional tasks, and most importantly, to increase the motivation of children for classes, it is necessary to use computer programs in the classroom, since I believe that these programs can serve as one of the means of optimizing the process of speech correction, development and improvement of all higher mental functions. Mastering the correct speech is important for the formation of a full-fledged personality of the child, for his successful education at school.
It is indisputable that a sufficient level of formation of phonemic processes has a positive effect on the formation of the phonetic side of speech, the syllabic structure of a word, and their insufficient formation entails specific errors in writing and reading disorders.
Thus, at present, the problem of finding new approaches and means for teaching children with developmental problems has become urgent, which would meet modern achievements in science and technology and the interests of children, causing their increased motivation, cognitive activity and curiosity, because it is no secret that children All ages are attracted to computer games.
For a preschool child, a game is a leading activity in which his personality is manifested, formed and developed. And here the computer has ample opportunities, because correctly selected developing computer games and tasks are for the child, first of all, a game activity, and then educational.
The use of non-traditional methods and techniques in correctional work, for example, multimedia presentations, prevents children from fatigue, supports cognitive activity in children with various speech pathologies, and increases the efficiency of speech therapy work in general. Their use in speech therapy classes is interesting, informative and exciting for children. The screen attracts attention, which we sometimes cannot achieve when working with children.
That is why at present the introduction of new technologies and methods into the speech therapy process is in demand, which involves making the correctional process effective, not tedious for children, but interesting, the exchange of thoughts, feelings, experiences.
The use of a computer in speech therapy work contributes to the activation of voluntary attention, increasing motivation for the lesson, and expanding the possibilities of working with visual material.
Thanks to the sequential appearance of images on the screen, children are able to perform exercises more carefully and fully. The use of animation and surprise moments makes the correction process interesting and expressive. Children receive approval not only from a speech therapist, but also from the computer in the form of pictures-prizes, accompanied by sound design.
There is a computer in the speech therapy room to work with ICT.
At present, many computer games have been developed, interesting multimedia aids with encyclopedic data for preschoolers, but games for correcting the phonemic processes of children have not been developed enough.
As part of the project, I did the following work on the use of ICT in logo-correction work:
1. Selected, installed and used in the work of computer programs for the development of phonemic hearing in preschoolers:
Computer program "Sound koleidoscope";
Computer program "Lyolik is preparing for school" 1 and 2 parts;
Computer program "Lyolik learns to read."
2. Created and downloaded from the Internet and used presentations for the development of phonemic processes.
3. "Speech therapy chants" by T. S. Ovchinnikova
4. Audiobooks of fairy tales, nursery rhymes, etc.
5. I regularly use Internet resources in my work
Classes using a computer are carried out in fragments, while the following conditions must be observed to preserve the health of the child, i.e. compliance with SanPiNs:
1. Working with a computer in one lesson for a short time (5-10 min.)
2. Carrying out gymnastics for the eyes, during work it is necessary to periodically transfer the child's gaze from the monitor every 1.5-2 minutes. for a few seconds.
Thus, the use of information technologies in the correctional process makes it possible to intelligently combine traditional and modern teaching aids and methods, increase children's interest in the material being studied and the quality of correctional work, greatly facilitate the work of a speech therapist, electronic resources make the process of correcting phonemic processes more efficient and dynamic, in comparison with traditional methods, since the tasks in it are presented in a playful, interactive form. All this increases the motivational readiness of the child to study, which has a positive effect on the results of speech therapy work. The introduction of computer technology today is a new step in the educational process.
Targets and goals:
Objective of the project: development of phonemic perception and sound analysis skills through the priority use of computer technologies in the correctional speech process in children with FFN.
Project objectives:
For kids | For teachers | For parents |
1. Develop auditory perception; 2. To form the skills of perception and reproduction of simple and complex rhythms; 3. To form the ability to differentiate speech sounds by hardness - softness, sonority - deafness; 4. Develop the skills of sound and sound-letter analysis and synthesis of words; 5. To form the ability to divide words into syllables; 6. Introduce letters. | Training in special methods and techniques in conducting games and exercises for the development of auditory perception, phonemic hearing, the development of rhythmic feeling, speech breathing. | Involve parents in corrective work with children with speech disorders. To acquaint parents with the use of speech games to develop phonemic hearing at home. |
Strategy for achieving the set goals and objectives:
No. p / p | Kind of activity | Implementation timeline |
Stage I - Diagnostic |
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Speech therapy examination, collection of anamnestic data about the child, individual conversations with parents, observations of children | September (from 1 to 15) |
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The study of methodological and scientific - popular literature; planning; selection and creation of computer programs, games and presentations. | September |
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Stage II - Main |
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Creation of a piggy bank of methodical, practical and electronic materials (programs, games, presentations, audio and video recordings, pictures). | September-December |
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Conducting subgroup and individual lessons with children using ICT. | September-May |
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Memo for parents "Calendar of speech development of the child" | October |
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Consultation in a sliding folder for parents "Characteristics of children's speech" | November |
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Memo for parents "When working with a child, remember ...". Consultation in the folder-slider "Obediant letters" | December |
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Consultation in a folder-movement for parents and educators "We develop phonemic hearing in preschoolers" | February |
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Workshop for educators "Development of phonemic hearing in preschool children" | February |
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Booklet for parents "Games for the development of phonemic hearing in children." | March |
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Stage III - Final |
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Examination at the final stage to monitor the effectiveness of correctional and speech therapy work with the help of ICT; analysis of the results of the work, formulation of conclusions on the use of ICT in work with children with impaired phonemic processes. | March |
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Project presentation. Reflection of the experience of project activities and determination of the prospects for its further development. | March |
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Expected Result:
quality
- Reducing the number of children in need of speech therapy support (assessment mechanism - quantitative analysis);
- Creation of a piggy bank of methodical, practical and electronic materials (programs, games, presentations, audio and video recordings, pictures).
- Satisfaction of parents and teachers with the quality of services provided (assessment criterion - the results of a survey of parents).
- Expansion of the information field on the activities of the logopoint of the preschool educational institution.
quantitative
- Improving the quality of the correctional and educational process;
- An increase in the number of older preschoolers released from a speech therapy center with no speech impediments;
- An increase in the number of parents of older preschoolers who are satisfied with the quality of educational services.
At the beginning of the school year, I carried out a diagnosis of older children with speech disorders, where it was found that 50% of them had impaired phonemic perception. When performing tasks, children find it difficult to determine the presence of a sound in a word, come up with a word for a given sound, and select pictures for a given sound. There are problems in the definition of non-speech sounds. Children make mistakes when performing tasks to distinguish between syllables.
After carrying out corrective speech therapy work on the development of phonemic perception using ICT, diagnostics showed that the level of development of phonemic perception became higher.
The dynamics was shown in a comparative diagram at the beginning of the year and the end of the year.
Conclusion
Analyzing the work done with children, I concluded that the use of modern computer technologies allows you to effectively build work aimed at the development of phonemic processes and gives a positive trend in the development of all aspects of speech. In children, motivation for speech therapy classes increases, high results are achieved and the efficiency of the entire correctional and educational process increases.
The computer becomes a necessary means of teaching children with speech disorders;
The use of ICT increases the child's motivation for speech therapy classes, helps to increase speech and cognitive activity
enhances the child's self-esteem
The use of computer technologies in the process of correcting children's speech disorders makes it possible to more effectively eliminate speech deficiencies, thereby overcoming obstacles to success.
In the process of corrective speech therapy work, on their basis, children form the correct speech skills, and in the future, self-control over their speech.
In the future, work on this topic will be continued with the children of the preparatory group for school. I plan to replenish the card file of games, develop manuals, and also collect information for parents of children in the preparatory group using non-traditional forms of work (Question and Answer Evening, round table, oral magazine).
Project web
