Zamkovaya Olga Makarovna
Position: teacher speech therapist
Educational institution: MOUSOSH#1
Locality: S.Novoselitskoye, Stavropol Territory
Material name: methodical development
Subject: Project: "The system of didactic games and game techniques aimed at developing phonemic perception in children with ONR"
Publication date: 12.03.2017
Chapter: secondary vocational
Logopedic project
Topic: "The system of didactic games and game techniques aimed at
on the development of phonemic perception in children with ONR "
Completed:
Zamkova O.M. - teacher-speech therapist
highest qualification category
MOUSOSH#1s. Novoselitskoye
1. The relevance of this topic
is devoted
problem
formation
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 for pedagogy in general,
since the level of formation of the phonemic representation of
child depends on their further assimilation of literacy.
Full speech of the child is an indispensable condition for his
successful
learning
Therefore very
eliminate
speech deficiencies as early as 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 in
training
school
learning,
preschool
age,
formed
phonemic
perception, it is impossible to successfully master literacy and writing skills.
corrections
speech therapy
violations
preschoolers
positive
themselves didactic games and game techniques, and therefore the speech therapist needs to
widely use games in correctional work ”(V.I. Seliverstov).
Phonetic-phonemic
underdevelopment
violation
processes
formation
pronunciation
various speech disorders due to defects in perception and
pronunciation of phonemes with intact physical hearing and intellect.
Thus, in order to improve the efficiency of corrective work
formation of phonemic
perception
preschoolers
OHP is necessary
use
didactic
game tricks.
Target abstract - 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
development of 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
is an
adult
ways
learning.
Essence
didactic
is
mental
proposed
entertaining
overcoming
certain
difficulties.
perceives
mental
practical,
game, which increases his mental activity. (A.K. Bondarenko).
Didactic
certain
structure,
distinguishing
exercises.
Structure
main
elements,
characterizing
learning
activity
simultaneously.
The following structural components of the didactic game are distinguished:
didactic task;
game task;
game actions;
rules of the game;
result (summarizing).
contemporary
speech therapy
didactic
created
teacher
specifically for educational purposes, when learning takes place on the basis of a game
and didactic task. In the didactic game, the child not only receives
summarizes
fixes
Didactic
acts simultaneously as a type of gaming activity and a form of organization
interaction between a speech therapist and a child.
creation
contemporary
didactic
conducive
development
belongs
Tiheeva.
claims that speech is an invariable companion of all the actions of the child; word
fix
efficient
digestible
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
items,
guess
description,
featured
similarities
differences,
group
items
various
properties,
signs,
find
alogisms in judgments, to invent stories yourself.
Game actions in word games form auditory attention, skill
listen to sounds encourage repetition of the same
the same sound combination, which exercises the correct pronunciation of sounds and
usage
didactic
speech therapist,
contribute
development
activity
raising
the effectiveness of corrective action.
2. Development of phonemic perception in the development of children's speech
preschool age
Phonemic perception is the ability to capture and distinguish between
hearing the sounds (phonemes) of the native language, as well as understanding the meaning of various
combinations
helps
differentiate
human
volume,
speed,
intonation.
Children with impaired phonemic perception often distort those words in speech.
sounds that can be pronounced correctly. Cause of wrong speech
unwillingness
speak
right,
shortcomings
phonemic perception. For children with phonemic underdevelopment
perception is also characterized by violations of the sound and syllabic structures of the word
(omission, insertion, permutation, repetition of sounds and syllables). Via
development of articulation skills can only be achieved minimal
temporary.
Phonemic
perception
is an
the most important
incentive
formation
normalized
pronunciation.
Permanent correction of pronunciation can only be guaranteed if
leading
formation
phonemic
perception.
Undoubtedly
phonemic
lexico-grammatical
representations.
systematic work on the development of phonemic perception, children are much
perceive
distinguish:
graduation
prefixes
cognate words, common suffixes, prepositions with consonants
sufficient
well-formed
phonemic
perception
impossible
becoming
phonemic
processes,
emerging
formation
full-fledged
phonemic representations, phonemic analysis and synthesis. In my
lengthy
special
exercises
formation
the skills of sound analysis and synthesis, children do not master literate reading
violation
phonemic
perception
manage
sound
analysis
leads
difficulties
violations
(omissions,
rearrangement, replacement of letters) and is the reason for their poor progress. Work
development
phonemic
perception
meaning
assimilation
correct
sound pronunciation
further
successful
teaching children at school. It leads the child to a complete analysis of the sound
composition of the word, necessary for teaching literacy. child with good
phonemic
in acceptance
violating
sound pronunciation, that is, with the inability to correctly pronounce some
right
connects
the corresponding letter, and does not make mistakes in the letter.
3. Stages in the work on the formation of phonemic perception
The development of phonemic perception is carried out at all stages
held
frontal,
subgroup and individual lessons.
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.
Parallel
held
development
auditory attention and auditory memory, which allows you to achieve the most
effective
accelerated
results
development
phonemic
perception.
inability
listen carefully
surrounding
is an
wrong
sound pronunciation.
formation
phonemic
perception
identify the following steps:
stage
recognition
non-speech.
process
special games and exercises in children develop the ability to recognize and
making a difference
non-speech
contribute
development
auditory
attention
auditory
impossible
teach children to differentiate phonemes.
material
identical
words differ: rhymes, change in sound complex in height and strength "and
etc.). During this stage, preschoolers learn to distinguish between height,
3rd stage- the difference between words that are close in their sound composition, through
different from the rest, pick up a rhyme for the poem, reproduce
syllables with a change in stress, reproduce the word in rhyme, etc. On the
At this stage, children should learn to distinguish between words that are similar in sound
offered
learn
to distinguish between words that differ in one sound (Words are selected in which
different sounds are distant in terms of acoustic-articulatory properties. For example,
whistling - sonorous or affricates - sonorous).
4th stage –
differentiation
exercises
stage teach children to listen to the sound of syllables and words, independently
find
dissonant
right
reproduce
syllable combinations develop auditory attention. Children can be offered
perform the following tasks: reproduce syllable combinations with the same
vowels and different consonants, syllable combinations that differ in
voiced-deafness
poo-boo-poo);
reproduce
syllabic
building up
consonants
syllabic
combinations
common confluence of two consonants and different vowels (tpa-tpo-
tpu-tpy).
5th stage –
differentiation
sounds.On
recognize the phonemes of the native language. Start with differentiation
vowel sounds. At this stage, children learn to isolate the desired sound from the composition.
didactic exercises - teach children to listen to the sound of words, clearly and
right
pronounce
find
allocate
certain sounds, develop phonemic hearing.
6th stage –
development
phonemic
the task of the last, sixth, stage of classes is the formation in children
basic sound analysis skills. This work begins with
preschoolers are taught to determine the number of syllables in a word and slap two
and three compound words; slap and tap the rhythm of words of different syllabic
where children learn to identify the place of a vowel sound in an ore of other sounds. Then
begin to analyze consonants. At the same time, the child is first taught
highlight the last consonant in a word. Implementation of activities for
the above stages takes place with complex interaction with narrow
specialists.
Thus, work on the development of phonemic perception
should
be carried out
step by step:
beginning
allocation
distinctions
non-speech
sounds
thin
differentiation
sounds
relatives
acoustic and articulatory properties. In parallel, work is underway
on the development of auditory attention and memory in preschool children.
4. A complex of games and game exercises aimed at the formation
phonemic perception
A complex of games and game exercises aimed at the formation
phonemic
perception
preschool
age
speech
violations include:
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
non-speech sounds
Games of this group contribute to the development of auditory influence in children and
control, teach children to listen carefully and perceive correctly
the speech of others
"Learn by sound"
Target. The development of auditory attention, phrasal speech.
Equipment: screen,
various
items
shelf, etc.)
Description of the game. The leader behind the screen makes noises and sounds in different
items. The one who guesses what the leader makes noise raises
hand and tells him about it.
Noises can be made in different ways: throwing a spoon, an eraser, a piece of
cut
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 height, strength and
The purpose of these games and exercises is to teach children to speak loudly, 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,
pronounces
relevant
"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 walks in any direction until he hits
“ku-ka-re-ku”, “av-av-av” or “meow-meow”, etc. The driver must guess who
shouted from the children. If he guesses correctly, he becomes in a circle. The one who is known will
leading. If you do not guess, then it remains to drive again.
Games aimed at distinguishing between correct and defective pronunciation
sound
"What's the right way to say it?"
Target. Learn to identify defective words and correct them.
Description of the game. Speech therapist imitates distorted and normal
pronouncing a sound in a word and invites children to compare two types
pronunciation and reproduce the correct one.
"Pay attention"
Target. Learn
determine
right
pronunciation
words. Equipment. Pictures: banana, album, cage.
Description
games. Before
child
lay out
Pictures
offer
listen carefully to the speech therapist: if the speech therapist correctly names the picture
raises
not right
Spoken words: baman, paman, banana, banam, wanan, come on, bawan, wanan;
kjetka, kletta, tletka, kvetka, tlekta, kvetka.
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
games. Speech therapist
pronounces
offers
a word that is not like the rest:
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, emphasizing the last word with his voice
in the first line, and prompts you to choose one word for rhyme from
proposed:
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 depicted on
picture, he must raise the green circle, if incorrect - red
(b a m a n,
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
syllable chains.
Equipment: ball.
Description of the game. Children sit in a circle. The teacher asks the children to take turns
catch the ball and listen carefully to the chain of syllables, then the child should
repeat correctly and throw the ball back. Syllabic rows can be
different: mi-ma-mu-me, pa-pa-pa, sa-sa-za, sha-sa ....
"Living syllables"
Three children memorize one syllable each and go behind the screen, and leaving from there,
pronounce
rest
determine
second and third. Later, the syllables that make up the word are introduced into the games,
for example, MASHI-NA, after naming the syllable series, the children answer that
it turned out, or they find such a picture among others.
Games aimed at differentiating sounds
An adult gives pictures to a child Pictures of a train, girls,
birds and explains: “The train is buzzing woo; the girl is crying ah-ah-ah-ah; birdie
pronounces
for a long time,
brings up 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
pictured
I hear: shhhh... I put this picture on the left side of the table.” Then
shows
picture,
pictured
recalls,
buzzing: 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, in the title
which of them will be the sound [w] or [g]. If you hear the sound [w], then the picture
should be put on the left, and if you hear the sound [g], then it should be put on the right.
shows
execute
causes
children in turn, who name the displayed pictures.
Pictures
pick up
spoken
matched their spelling. You can’t take such words where the sound [g] stands
at the end of a word or before a voiceless consonant.
"Find your picture"
Target. Differentiation of sounds [l] - [p] in words.
Equipment. Pictures,
title
each sound pick up the same number of pictures.
Description
games. teacher
lays out
Pictures
drawing
divides 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 comes first goes after the next picture, and so on. When all
the children will take the pictures, both groups turn to face each other and
called
Pictures.
repetition
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
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
sound (beginning, middle, end)
"Fun Train"
Target. Learn to determine the location of the sound in the word.
Equipment: toy
Pictures,
titles
a certain sound that occupies different positions in a word.
Description
games. Before
located
locomotive
carriages in which toy passengers will travel, each in his own carriage:
in the first - those in the name of which 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
attention
you were fast
thinking. Equipment: balls
red
colors. Description of the game. Red is a vowel. Blue - no. What's the sound? give me
The teacher throws the ball to the children. The catcher calls a vowel if the ball
red, consonant - if the ball is blue, and throws the ball back
teacher.
"Show the circle of the desired color"
Target. F o n c e
d i d e f e r e n c i a t
g a s n s
with o c o n s s
sounds, 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 and red if a vowel.
Description of the game. First option.
Differentiation games can be played similarly
consonants in softness - hardness, sonority - loudness.
"Name your brother"
Target. Anchoring
representations
m i g k i x
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 over
speech therapist.
accept
carried out at a fairly fast pace. If the child makes a mistake and gives
wrong answer, then the speech therapist himself calls the desired sound, and the child repeats
So
the way
didactic
games
r a z v i t i u
phonemic perception contribute to the successful development of children
prerequisites for the further development of the norms of the native language, so
development
phonemic
hearing
perception
It has
big
meaning
mastering
skills
reading
letters,
positively
affects the formation of the entire speech system of a preschooler, as well as
lays
basics
successful
learning
school.
Task
speech therapist
is to arouse students' interest in the game,
competently organize the game, providing an interested perception
children
studied
material
attracting
mastering
new
knowledge, skills and abilities.
Conclusion
recent
researchers
apply
problem
phonemic
perception
preschoolers.
by chance,
development
correlations
clear auditory differentiation, the ability to analyze speech
current into component units. Therefore, a high level of development
phonemic perception is a prerequisite for the successful development
literacy in the future, especially for children with speech disorders.
Thus, without special corrective action, the child
will not learn to distinguish and recognize phonemes by ear, analyze
syllabic structure of words. The described phased complex of gaming exercises
in the classroom contributes to sufficient formation
phonemic
perception.
Application
practice
didactic games significantly increases the level of readiness for school
learning, prevents dysgraphia and dyslexia.
speech therapists
educators
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. Compilation of homemade
tasks 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. -
Golubeva G.G., 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 correctly
pronounce sounds / N.V. Durov. – M.: Mosaic-Synthesis.
Zhurova L.E., Elkonin D.B. On the question of the formation
phonemic perception in preschool children. M.:
Enlightenment, 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.,
Seliverstov V.I. Speech games with children. - M .: Vlados, 1994
Dictionary "Terms and concepts of speech therapy" // "Speech therapy" (Ed. L.S.
Volkova)
Tumakova G.A. Familiarization of a preschooler with a sounding word / Under
ed. F. Sokhin. - M .: Mosaic-Synthesis, 2006.
Municipal state preschool educational institution of the city of Novosibirsk "Kindergarten No. 488 of the combined type"
Project: "Development of phonemic perception and elementary skills of writing and reading in the system of correctional work with preschoolers with general speech underdevelopment of the third level, complicated by dysarthria"
Novosibirsk - 2016
Brief summary of the project.
For a large number of preschoolers with speech disorders, deficiencies in phonemic perception are the main cause of deviations in the assimilation of the sound side of speech. Therefore, we consider the formation of the phonetic-phonemic side of speech and elementary skills of writing and reading to be a priority in correctional work.
The aim of the project is to present a new approach to the problem of the development of phonemic perception and the formation of elementary writing and reading skills in preschool children with speech impairment, in the presence of the subjective position of the child in the learning process.
The main tasks of corrective education of children with general underdevelopment of speech of the 3rd level, complicated by dysarthria, in the senior and preparatory groups of the kindergarten are the full mastery of the phonetic structure of the language, the intensive development of phonemic perception, preparation for mastering the elementary skills of writing and reading, acquaintance with the basic units of the language.
This training project is designed for children of senior preschool age with a general underdevelopment of speech of the 3rd level, complicated by dysarthria, and is being implemented for two years:
The first year of study - for children 5-6 years old lasts from the second half of September to May. Includes frontal speech therapy classes for the development of the phonetic and phonemic side of speech (1 lesson per week), individual and subgroup speech therapy classes with a speech therapist aimed at staging speech sounds, their consolidation, automation, differentiation (daily during the school year) and classes with a teacher on task of a speech therapist on the development of correct pronunciation and phonemic perception in children. During the first year of study, children master speech and sound analysis and synthesis. They recognize the speech sounds of their native language, learn to distinguish them by ear, recognize vowels, voiced and deaf consonants, determine the presence of a sound in a word, the place of a sound in a word, perform a sound analysis of words from 3-4 sounds.
The second year of study is aimed at further eliminating pronunciation defects and mastering elementary reading and writing skills by preschoolers. This period includes getting acquainted with the letters of the alphabet and numbers in the process of working on a large alphabetical table. Children learn to produce sound-letter analysis and synthesis of words consisting of 3 or more sounds. They learn to divide words into syllables according to the number of vowels, isolate words from a sentence and a sentence from a text. Work on the proposed project leads to the fact that the child masters reading as a result of the development of phonemic perception.
The project is designed for two years of study and involves costs in the amount of 2,100 rubles.
Formulation of the problem.
Currently, the world is searching for the most effective forms of work with preschoolers with speech disorders. One of the main factors of speech development is the full perception of verbal acoustic signals, which is ensured by the normal functioning of the auditory analyzer.
For a large number of preschoolers with a general underdevelopment of speech of the third level, complicated by dysarthria, deficiencies in phonemic perception are the main cause of deviations in the assimilation of the sound side of speech, which subsequently leads to reading and writing disorders (1).
These children are at risk for school failure. The main reason is the insufficient development of the processes of sound-letter analysis and synthesis. The process of mastering the sound composition of a word is closely related to the formation of auditory-motor interaction and is expressed in the correct articulation of sounds and their subtle differentiation by ear. A survey of the level of development of phonemic perception of children 5-6 years of age with a general underdevelopment of speech of the third level, complicated by dysarthria, was carried out at the beginning of the project. Performing diagnostic tasks caused difficulties. Difficulties arose in determining the presence of a given sound in a word (2 people gave the correct answer), in determining the first and last sounds in a word (11 people did not cope with the task). 11 people could not make an elementary sound analysis and synthesis of words from 3 sounds.
For children with general speech underdevelopment of the third level, due to dysarthria, the problem of sound-syllabic filling of words is characteristic. The pronunciation of words with a complex syllabic structure causes great difficulty (7 out of 12 people cannot accurately pronounce words and sentences like “Motorcyclists ride a motorcycle”).
Often, children find it difficult to “divide phonetic words into syllables, since a syllable is that minimum pronunciation unit, the components of which are soldered in the most intimate way (3 out of 12 people perform the task correctly). The ability to perceive the sound composition of a syllable and a word is what we usually call phonemic hearing” (3). We continue to solve this problem in the second year of study, when children know and understand well what a vowel sound is and can determine its place in a word. Experience shows that these problems can be successfully compensated for through directed and systematic work under the guidance and assistance of an adult. Subtle phonemic perception of the child occurs only when learning to read and write.
Purpose and objectives of the project.
Purpose: development of phonemic perception and the formation of elementary writing and reading skills in preschool children with speech impairment.
Tasks:
- improve and develop auditory attention, auditory memory and phonemic perception;
- to form the skills of differentiating sounds;
- to develop sound-syllabic and sound-letter analysis and synthesis of the word;
- to form ideas about sound, syllable, word, sentence.
Project implementation methods.
№
Events
Timing
Responsible
1.
Stage 1 preparatory:
1. Examination of the phonemic perception of children admitted to the speech therapy group. Filling out speech cards.
2. Drawing up a long-term work plan for the development of phonemic perception and the formation of elementary writing and reading skills for each child individually.
3. Questioning of parents, collection of anamnestic data.
4. Drawing up a plan for corrective work.
5. Development of a weekly thematic plan for the development of phonemic perception and the formation of elementary writing and reading skills.
6. Parent meeting and individual consultations with parents on this topic.
7. Development of a cyclogram of joint activities with the inclusion of various forms of work.
first half of September
first half of September
first half of September
September
September
mid September
teacher speech therapist
teacher speech therapist
teacher - speech therapist, educators
teacher speech therapist,
caregivers
teacher-
- speech therapist, educators
Stage 2 - practical:
First year of study (5-6 years)
Formation of phonemic perception
Acquaintance with the sounds of the native language.
1. Lessons on recognition of non-speech
sounds: “Guess where it rings?”, “Who called?”, “Listen to the silence”, etc.
2. Distinguishing identical phrases, sound complexes and sounds according to the height, strength and timbre of the voice “The Tale of the Three Bears”, “Guess the voice of an adult animal and a cub by onomatopoeia”.
3. Work on setting the correct diaphragmatic breathing “Blow out the candle”, “Put the flame of the candle”, “Blow on the pencil”, “Football”.
4. Formation of articulation of vowels. Children learn the correct pronunciation of vowels by listening to a fairy tale about a kitten.
5. Modeling sounds on the hand, recognizing vowel sounds by articulation, highlighting them by ear.
6. Acquaintance with voiced consonants in a fairy tale about a kitten (b, c, d, e.g., h).
7. Establishing the difference in the pronunciation of vowels and consonants (feeling of an obstacle to the air stream, children determine its location based on their own sensations).
8. Sound analysis of syllables of two sounds and words of three sounds, simulating the scheme of a word on fingers with a record on a desk.
9. Acquaintance with deaf consonants. Their pronunciation is compared with voiced consonants, using tactile sensations (there is a vibration of the larynx or not).
10. Sound analysis of words from 3-4 sounds, simulating the scheme of the word on the fingers with a note on the desk.
11. Acquaintance in a fairy tale about a kitten with affricates (h, sh, c) and unpaired consonants (d, x).
12. Acquaintance with sonorous consonant sounds (m, n, l.r) by analogy with other groups of sounds.
13. Games for the development of phonemic perception:
"Choose pictures with a given sound",
"Find objects with a given sound in a group",
"Catch the Sound"
"Who will name more words with a given sound",
"Separate pictures by sounds"
"Draw pictures with the given sound."
13. Generalization and consolidation of the passed. All children perform sound analysis of words from 3-5 sounds, using the game "Typewriter" (clicking fingers on each sound) and drawing up a word scheme with the help of fingers (forefinger - vowel sound, thumb - consonant).
14. They select words according to the proposed scheme, determine the place of the sound in the word, the number of parts in the word, determine the sequence of sounds in the word.
Second year of study (6 -7 years)
Formation of elementary skills of writing and reading
Introduction to the letters of the alphabet.
1. Acquaintance with the letters of the alphabet and numbers according to the large alphabetic table (vowels - red, voiced consonants - blue, deaf consonants - green, sonorants - yellow, each letter has its own number).
2. Acquaintance with the letters of the alphabet in the preparatory group for school takes place in the same sequence and at the same time intervals as acquaintance with sounds in the senior group.
3. Designing each new
letters: cutting, laying out from threads, wires, cereals, etc.
4. Games aimed at mastering the images of letters:
“draw the letter”, “guess which letter is hidden”, “noisy letters”, add the letter from its elements”, “sculpt the letters from plasticine in the given sequence”, etc.
5. We focus the attention of children on what is the difference between letters and sounds, what role do b and b signs play, Y.
6. Using a rhythmic line, we suggest that the children first sing the rhythm of a familiar song on one familiar sound, then the number of sung sounds gradually increases (up to 6 vowel sounds).
7. After getting to know the consonants, the children read and sing closed syllables (ol, al, el, st)
8. Then we suggest singing a closed syllable with a confluence of consonants at the end of the syllable (-onk, -ink).
9. Next, we suggest singing an open syllable with vowels a, o, u, e. s, i.
10. After that, we offer singing of paired open syllables (la-la, ru-ryu, ry-ri).
11. Sound-letter analysis of short words of three sounds (poppy, onion, juice) with the transfer of the syllabic structure to the fingers, with a note on the desk and with the designation of familiar sounds with letters.
12. Learning groups of letters (vowels, voiced consonants, deaf consonants, sonorants) using the game "Typewriter", first looking at the letters and designating each with a click, and later they call the letters from memory.
13. Sound-letter analysis of words from 3-5 sounds. Children determine the number of sounds and letters, their place in the word, sequence, determine the number of vowels - consonants in the word. 14. Learn to divide words into syllables, taking into account the number of vowels.
15. Getting to know the offer:
- come up with a word with a given sound,
- with the named number of words,
- according to the proposed scheme,
- determination of the number of sentences in the text by punctuation marks,
- pronunciation of sentences, taking into account punctuation marks.
16. Work on individual books "Sweetie" from the series "Entertaining reading" in order to highlight the sound being studied
stage - analytical:
1. Analysis of the results of diagnosing children based on the results of two years of training in the development of phonemic perception and the formation of elementary writing and reading skills.
2.Report on the implementation of the project "Formation of phonemic perception and elementary skills of writing and reading in work with children with speech impairment" at the final pedagogical council.
3. An open lesson for parents and teachers of the school based on the results of work with children on the development of phonemic perception and the formation of elementary writing and reading skills.
4. Exchange of experience in the formation of phonemic perception and the development of elementary skills of writing and reading in children with speech disorders at the regional methodological association of teachers - speech therapists
4. Printing of the article “Development of phonemic perception in the system of correctional work with preschoolers with general speech underdevelopment of the third level” in the journal “Pedagogical Bulletin”
5. Publication of the book "Formation of phonemic perception in children with general speech underdevelopment of the third level"
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teacher - speech therapist, educators
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher speech therapist
speech pathologist, teacher
teacher speech therapist
teacher speech therapist
teacher - speech therapist, educators
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher - speech therapist, educators
caregivers
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher speech therapist
teacher speech therapist
teacher speech therapist
speech pathologist, st. educator
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher speech therapist
Expected results.
The effectiveness of our approach to the formation of phonemic perception and the development of elementary skills of writing and reading in work with preschoolers with general speech underdevelopment of the third level, complicated by dysarthria, makes it possible to obtain sufficiently high results of correctional work. All children can master the correct pronunciation, learn to differentiate the sounds of speech, can acquire the skills of sound-syllabic analysis and synthesis, dividing a sentence into words, words into syllables, and syllables into sounds, which underlies further learning to read and write. The proposed system of work can be mastered by all children, regardless of the type of speech diagnosis and the degree of its complexity.
Results
The project on correction of phonemic perception and formation of elementary skills of writing and reading was attended by children aged 5-7 attending senior (first year of study) and preparatory (second year of study) speech therapy groups. There are 12 people in the group, introduced according to the results of the work of the district medical and pedagogical commission with a speech therapy conclusion: general underdevelopment of speech of the third level, complicated by dysarthria.
Teaching children in accordance with the proposed system allowed us not only to completely eliminate speech disorders, but also to form an oral-speech base for mastering the elements of writing and reading even in the preschool period. Children of the older group learned from their own experience to give a qualitative description of sounds (vowel-consonant, deaf-voiced, hard-soft) and to model the structure of a word in the form of a diagram of its sound composition (75% at the end of the first year of study).
A significant part of the children in the group preparatory to school have mastered the technique of reading, understand the text they read, answer questions about the content, type simple words and sentences, perform sound-letter analysis of words (at least 91%). In the process of the correctional work carried out, by the beginning of the second year of study, all children were able to easily cope with similar tasks. Thus, we have created a basis for mastering elementary skills of writing and reading for children 6-7 years old. Almost all children have mastered the complex operations of sound analysis and synthesis, which underlies the teaching of writing and reading at school.
Evaluation of the quality of project implementation.
Our project implements general educational and correctional tasks. The knowledge acquired by children in the learning process is strong and stable. Children skillfully use the acquired knowledge in practice. They boldly own such terms as “sound”, “letter”, “vowel”, “consonant”, “syllable”, “word”, “sentence”, as they quite meaningfully perceived and learned these concepts as a result of practical activities in the classroom. Based on the results of the work for the first year of study, children aged 5-6 with speech disorders learned to pronounce speech sounds correctly (more than 80%), mastered the skill of sound analysis of simple words from 3-5 sounds using modeling (75%), are able to characterize sounds speech (vowel-consonant, voiced-deaf), learn to divide words into syllables.
The children of the school preparatory group learned with interest to perform tasks on sound-letter analysis and synthesis of words from three or more sounds (more than 96%) (compose word schemes, select words for schemes, type words, lay them out from letters, etc. ). They read short stories with desire, isolating given letters, syllables, words and sentences, using different intonation (more than 91%). The acquired knowledge will be widely used in reading and Russian language lessons, and will become the basis for successful schooling.
Practical significance of the results
Our project is aimed at eliminating the shortcomings of pronunciation, which are accompanied by the underdevelopment of sound analysis, due to the insufficient formation of phonemic generalizations and ideas. We solve this problem by using active inter-analyzer interaction in the presence of positive emotions in the learning process and the active position of the child himself as a discoverer of new knowledge. The wide use by us in the process of implementing the project of exercises in sound analysis and synthesis, based on clear kinesthetic and auditory sensations, led to the conscious mastery of the sound side of speech. Working on the proposed project, we came to the conclusion that all graduates of speech therapy groups fully assimilate the sound composition of the word, which is expressed in the correct articulation of sounds and their subtle differentiation by ear. Work on the project allows not only to completely eliminate speech disorders, but also to form an oral-speech base for mastering the elements of writing and reading. All graduates of speech therapy groups successfully continue their education in secondary schools in our city. The materials of our project can be used in their activities by teachers of general education and speech therapy groups of kindergartens, speech therapists and parents.
Resources (project budget).
Estimated used costs
Sum
Drawing paper, albums
600 rubles
Paints, felt-tip pens, colored pencils
300 rubles
Plasticine
200 rubles
Colored paper, glue
200 rubles
Mitten toy
50 rubles
Desks, chalk
350 rubles
Balls, jump ropes
300 rubles
Individual notebook "Candy"
100 rubles
Waste material (boxes, wire, thread, cereals)
TOTAL:
2100 rubles
Bibliography
1. Repina, Z.A. Writing disorders in schoolchildren with rhinolalia. Yekaterinburg, 1999
2. Luria, A.R. Writing and speech. Neurolinguistic Research. - M .: "Academa", 2002. - 345 p.
3. Zeitlin, S.N. "Language and the Child".
4. Chirkina, G.V. Correction of speech disorders. - M .: publishing house "Enlightenment", 2010.-272p.
5. Chirkina, G.V. Methods for examining the speech of children.-M.: ARKTI, 2005.-240s.
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 the 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 outstripping the articulation 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 does not 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. Based on 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 - insufficient 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.
Thus, well-formed phonemic perception will prevent the possible occurrence 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 speech. 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 ontogeny 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 reflection, 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?
a 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. (Appendix 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. (Appendix 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. Seliverstov, 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 are not distinguished by 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.
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Khvattsev M.E. speech therapy. Working with preschoolers. A guide for speech therapists and parents. M.: Aquarium, St. Petersburg: Delta. 1996. - 380 p.
Explanatory Dictionary of the Russian Language / Ed. S.I. Ozhegova and N.Yu. Shvedova. M.: Azbukovnik, 1997. - 944 p.
Spirova L.F. Features of sound analysis in children with speech impediments / Ed. P.E. Levina. M.: APN RSFSR, 1957.-55 p.
Spirova L.F. Features of speech development of students with severe speech disorders. -M.: Pedagogy, 1980. 192 p.
Spirova L.F., Yastrebova A.V. Teacher about children with speech disorders. M.: Enlightenment, 1976. - 112 p.
Sadovnikova I.N. Disorders of written speech and their overcoming in younger schoolchildren. M.: VLADOS. 1995. - 256s.
Savka L.I. On the issue of phonetic and phonemic underdevelopment in primary school students (from work experience) // Defectology. - 1987.-№3.-S. 54-59.
Lopukhina I.S. Speech therapy, 550 entertaining exercises for the development of speech. A guide for speech therapists and parents. - M.: Aquarium, 1995.-384 p.
Seliverstov V.I. Speech games with children. M.: VLADOS, 1994. -344 p.
Municipal Autonomous Preschool Educational Institution
"Kindergarten "Chamomile"
Logopedic project
Theme: "Little Literates"
Speech therapy games
in the development of phonemic hearing
in children 6 - 7 years old
Karavanova I. A.
teacher speech therapist
Soviet
Content:
Project passport ………………………………………………...3
Explanatory note ………………………………………………..4
Stages of the project …………………………………………………..7
Conclusion ………………………………………………..9
Applications …………………………………………………10
Project passport
Problem It is very difficult to eliminate phonemic underdevelopment in children in a speech therapy center.
Full name Speech therapy project for the development of phonemic hearing in children 6-7 years old on the topic: "Little literates"
Project type Practice oriented
The goal of the project is to create conditions for the formation of phonemic hearing in children aged 6-7 through didactic games.
Educational areas Social and communicative development, speech development, safety, reading fiction, physical development
Project period 1 year
Expected results For children:
Perceive complex rhythms according to the verbal instructions of the teacher
Divide words into syllables
Differentiate sounds according to sonority - deafness, hardness - softness
Determine the position of a sound in a word
For teachers:
To enrich with knowledge and skills for carrying out work on the development of sound and sound-letter analysis and synthesis of words.
For parents:
Enrich, replenish knowledge of the practical material necessary for the development of phonemic hearing in children.
Project participants Children of the preparatory group "Kalinka", attending a speech therapy center; educators of the preparatory group, parents, children attending the logopoint.
Presentation of the project photo presentation at the parent meeting "We play"
Explanatory note
The speech therapy project "Little Literates" presents materials on the organization of joint activities of a speech therapist with children, educators and parents to develop phonemic hearing in children 6-7 years old.
Project relevance:
The problem of preparing children with phonemic hearing impairments for school has been studied for a long time, but even now it does not lose its relevance.
Despite the fact that in the special speech therapy literature the stages and sequence of the process of forming phonemic perception are covered in sufficient detail, the number of children with phonemic hearing impairment is constantly increasing.
The lack of a full-fledged perception of phonemes leads to the following disorders: the phonetic side of speech suffers, the syllabic structure, vocabulary, grammatical structure of speech, the formation of sound analysis and synthesis is impossible. Which in the future will lead to dyslexia and dysgraphia.
Problem:
It is very difficult to eliminate phonemic underdevelopment in children in a speech therapy center.
The knowledge of even experienced teachers of mass groups on this problem is insufficient.
Parents do not always pay attention to the lack of formation of phonemic processes in children and do not see this as a problem.
In this regard, the project "Little Literates" was developed
Didactic games and exercises, joint work with teachers and parents will help to develop phonemic hearing.
Novelty
The novelty of the project is the inclusion of games and exercises for the development of rhythmic feeling.
It is quite difficult for children with phonemic disorders to perform tasks for the assessment and reproduction of rhythms. Even when playing rhythms consisting of one rest, they make mistakes. It is difficult for them to count the number of claps, blows, and then correctly reproduce them.
When memorizing poems, such children break the rhyme of the poem, as the rhythm and rhyme of the poetic form “slips” from them.
The development of a sense of rhythm is one of the prerequisites for the implementation of speech activity.
A well-developed sense of rhythm creates the prerequisites for further assimilation of the phonetic side of speech: the syllabic structure of the word, verbal and logical stress, the rhythmic organization of the speech-motor act.
The development of rhythm also prepares children to work on stress, intonation expressiveness of speech.
Games for the development of rhythmic feeling create the necessary basis for the development of phonemic perception, teach not only to hear, but also to listen, compare and evaluate sounds by the force of impact. This stage of work is very important in the development of phonemic hearing.
Objective of the project:
Creation of conditions for the formation of phonemic hearing in children 6-7 years old through didactic games.
Project objectives:
For kids:
Educational
To form the skills of perception and reproduction of simple and complex rhythms;
To teach to differentiate speech sounds by hardness - softness, sonority - deafness;
Teach syllable divisionIntroduce letters
Educational
Develop auditory perception;
Develop the skills of sound and sound-letter analysis and synthesis of words;
Educational
Cultivate perseverance, the ability to listen to comrades.
For teachers:
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.
For parents:
Involving parents in corrective work with children with speech disorders
To acquaint parents with the use of speech games to develop phonemic hearing at home.
Expected result:
For kids:
Develop auditory perception
Formation of skills of perception of simple and complex rhythms
Differentiation of sounds by voicing - deafness, hardness-softness
Perform sound-letter analysis and synthesis of words
Divide words into syllables
Know the letters of the Russian alphabet.
For teachers:
Enrichment with the knowledge and skills necessary to carry out work on the development of auditory perception, phonemic hearing, performing sound and sound-letter analysis and word synthesis, rhythmic feeling and speech breathing.
For parents:
Enrichment, replenishment with knowledge and practical material necessary for the development of phonemic hearing in children.
Project recipients:
Children of the preparatory group "Kalinka", attending a speech therapy center, with a pedagogical diagnosis of FFNR, OHR level III
Group educators
Parents
Forms of work
Project stages:
Diagnostic stage
Responsible teacher-speech therapist (September 15 days) speech therapy examination of children of the preparatory group
collection of anamnestic data about the child
monitoring children
individual interviews with parents
survey of parents
Main (project implementation) stage (September-May)
It takes place during the academic year.
Responsible teacher-speech therapist.
Month Educational area Purpose
Work with children
September d\games "Guess what I'm doing"
“Guess where the woodpecker is knocking” “Attentive ears”
"Rhythm" The development of auditory perception, the development of a sense of rhythm,
October d\games "Letter Mosaic"
"Identify the sounds in the word"
“syllabic arithmetic”, “Look, don’t make a mistake!”, Highlighting the first stressed vowel in a word, getting to know letters, dividing words into syllables,
November d \ games "Guess the sounds in the word", "Find the syllable", "Look at the letters", "letter", Highlighting the last sound in the word, getting to know the letters,
december d \ games "Live sounds", "Letters are hidden", "Telegraphers", Position of sound in a word, acquaintance with letters, division of words into syllables
January d \ games "Find a sound house for a word", "Unravel the letters", "Identical-different", Syllabic cars", The position of sound in a word, acquaintance with letters, dividing words into syllables Differentiation of sounds by sonority-deafness, hardness-softness
february d\games “Collect the word”, “Letters are hidden”, “Delicious table”, “Syllabic chain”, “Guess what sounds are in the word?”, “Collect the word” Sound position in the word, acquaintance with letters, division of words into syllables Differentiation of sounds according to sonority-deafness, hardness-softness
March d \ games “Sounds go to visit”, “Letters are hidden”, “Flower shop”, “Rod”, “Vertolina”, “Name the sound” Position of sound in a word, acquaintance with letters, division of words into syllables Differentiation of sounds by sonority - deafness, hardness-softness
April d\games "Russell the words into houses", "Guess what our name is", "Collect the word", "Sound ball" The position of the sound in the word, familiarity with the letters, dividing words into syllables softness
May Final lesson, photo exhibitionWorking with teachers
september individual conversations about the peculiarities of the development and upbringing of children october Consultation: sound analysis of the word "To acquaint with the features of the formation of sound analysis in preschool children
November Master class “Developing the skill of sound-letter analysis Teaching special methods and techniques for performing sound analysis
November “Features of the development of phonemic hearing in children. Interaction of speech-motor and speech-auditory analyzers "Introduction to the features of the formation of phonemic hearing in preschoolers
Working with parents
September history taking, individual interviews Determining the structure of a speech defect
October Master class "Development of the skill of sound-letter analysis Training in special methods and techniques for performing sound analysis
January Consultation "Phonematic hearing is the basis of correct speech" Introduce parents to games that develop phonemic hearing
February School of Speech Development "Phonetics Lessons" Acquaintance with phonemes, training in sound-letter analysis
March Consultation "The most common mistakes adults make when teaching children to read at home" Teaching parents how to read at home
May Final lesson 3 Final stage
For kids
Compilation of the collective album "My favorite letter"
Individual notebooks "Little Literates"
For teachers
Card file did. games for the development of phonemic hearing
For parents
Photo presentation "We play"
Conclusion:
Formed phonemic processes in children
Teachers learned special methods of working on the development of phonemic hearing
Parents enriched and replenished their knowledge on the development of phonemic hearing in children.
Application No. 1
Work with children
A PERSPECTIVE PLAN OF DIDACTIC GAMES FOR THE DEVELOPMENT OF PHONEMATIC EAR FOR CHILDREN 6-7 YEARS OLD
Compiled by a speech pathologist
Karavanova Irina Anatolievna
No. Name of the game Didactic task Game material Literature
Preparatory stage
auditory development
1. "Guess what I'm doing"
Development of auditory perception A bunch of keys, water in a bottle, harmonica, newspaper Speech therapist shows objects and performs actions with them. Invites the children to turn away, performs an action with the object and invites the children to guess - what rattled, rustled?
2. "Guess where the woodpecker is knocking" Development of auditory perception, development of orientation in space Woodpecker toy, blindfold. Children with their eyes closed guess the direction of the woodpecker's knock.
3. "Attentive ears" To teach children to listen and understand the sounds of the world around them (birdsong, splashing water, wind noise, etc.) Audio cassette 4. "Tell me a word" Various verses familiar to children 5. "Who woke up Mishka?" To teach children to listen to surrounding sounds purposefully, perceive them and distinguish between Toy Bear L.F. Fomin since 18
6. "Rubbish" The development of auditory attention, to learn to determine which words make sense and which do not Sokolov's speech material
Vasiliev
From 25
7. "Find a pair" Exercise children in the selection of words that differ from each other in one sound. The disk is divided into 2 parts.
Subject pictures: scythe-goat, firewood-grass, reel-tub, fishing rod-duck, etc. Shvaiko
C 53
Rating and Playing Games
8. "Rhythm" Wooden sticks - one for each child The speech therapist slaps a simple rhythm with pauses and asks the child to repeat.
9. “Tap the rhythm on the picture” Teach children to slap the rhythm, observing the pauses between claps Cards with a rhythmic pattern The child slaps the rhythm on the card
10. “Names and rhythms” Teach children to slap the rhythm, observing the stressed syllable in the word, write down the rhythm pattern Flat pictures of boys and girls, chalk, board Shvaiko G.S.
11. “Guess our names by the rhythm” Exercise children to correlate the desired name with the rhythm scheme Planar pictures of boys and girls, rhythm schemes M.A. Mikhailov with 44
12. "Walk" Development of a sense of rhythm Musical hammers according to the number of players (instead of a hammer, you can use a tambourine, wooden spoons, etc.) M.A. Mikhailov from 45
13. “Identify a card by rhythm” Teach children to correctly find the right rhythmic pattern by slammed (or tapped rhythm) Cards with a depicted rhythmic pattern, children's musical instruments (drum or tambourine, musical hammer, etc.)
Chips-prizes of M.A.Mikhailov with 48
14. "Listen and repeat" Teach children to play the rhythm with two pauses Musical instruments (drum, tambourine, wooden spoons, etc.) The speech therapist slams the rhythm with 2 pauses and asks the child to repeat.
15. “Tap the rhythm” (“Morse code”) Reproduction of a rhythmic pattern according to verbal instructions Musical instruments The child, according to the verbal instructions of the speech therapist, slaps the rhythm that will be given to him through the verbal instruction
main stage
e / games for the formation of phonemic analysis and synthesis
16. “Define the sounds in the word” Teaching children the sound analysis of words Zhurova,
N.S. Varentsova from 16
17. "Guess the sounds in the word" The same Chips of three colors, stripes-schemes Speech therapist calls the word by sounds and the child guesses the word
18. "Live sounds" To consolidate the ability to conduct a sound analysis of words Chips of three colors, picture L.E. Zhurova, N.S. Varentsova p. 20
19. “Sounds come to visit” The ability to perform sound analysis of words from two sounds Schemes of the sound composition of words, chips for designating Sokolov’s sounds
Vasiliev
20. “Pick a word for the scheme” The ability to navigate in the sound structure of a word consisting of 3 sounds Schemes of the sound composition of words, subject pictures Children are given cards with sound schemes of words, the child must select a picture that matches the sound scheme
21. "Find a sound house for the word" The same Circle, divided into four parts. In the center of the circle, a sound scheme of the word 22 is drawn. “Let's build a pyramid” Exercise children in determining the number of sounds in words Drawing a pyramid of squares. Below are five squares, then four, three and two. Subject pictures consisting of 2 to 5 sounds (eg: mustache, catfish, porridge, bag) 23. "Collect the word" Determination of the first sound in words and composing words from the selected sounds (three or four) Cards with pasted pictures. On each card (for example: flour, aster, kolobok, poppy), a guessable word is pasted on the back of the card) The speech therapist calls the word by sounds: m-u-h-a
Note: at the beginning, words are composed of two, then three sounds, then words consisting of four sounds with open words, as the material is mastered, words with a confluence of consonants are introduced.
24. "Guess what's our name?" To consolidate the ability to determine the first sound in words and make words from the selected sounds (three to four), exercise in reading words from three to four letters A table depicting children: girls and boys (four to five). Above 4-5 long pockets for subject pictures, below - pockets for letters. Subject pictures and cards with letters. G.S.Shvaiko from 43
D / games and exercises to highlight a single sound in a word, determine the position of a sound in a word
25. “Find pictures that start with a sound ...” Exercise highlighting the first sound in a word Subject pictures 26. “Define the first sound in a word” Strengthen the ability to highlight the first sound in a word Cards with subject pictures on each card six images. The combination of items on the card may be different. Objects whose names begin with vowels.
Objects whose names begin with easy-to-pronounce consonants.
Pictures for whistling-hissing sounds: chips of different colors - red, blue, green; chips with the image of a ringing and crossed out bell (for differentiating voiced and deaf sounds). G.S.Shvaiko with 42
27. “Chain of words” Exercise children in determining the first and last sound in a word -onion)
G.S.Shvaiko with 44
28. “Find the place of sound in a word” Exercise children in the ability to find the same sound in the name of objects and determine the position of the sound in the word Cards with subject pictures, each card has three pictures with the same sound in the name, for example: poppy, stork, hand, but different position in the word
Chips-diagrams depicting the position of sound in a word by G.S. Shvaiko from 46
29. "Pick a word for the scheme"
1 option
Option 2 Exercise children in the ability to determine the position of a sound in a word; differentiation of whistling and hissing sounds in words
Same; exercise in independently inventing words with a given sound, focusing on the sound arrangement Cards with three sound arrangements in words (one cell is filled in at the beginning, end and middle of the scheme), subject pictures, in the name of which there are sounds “s” and “sh”
The same
G.S.Shvaiko with 46
G.S.Shvaiko with 47
30. "Who lives in the house?" Exercise children in selecting words with a certain sound, activate the dictionary on the topic “animals” Plane houses with four windows, in the attic there is a window for a letter; subject pictures depicting animals.
k- cat, goat, rabbit, kangaroo;
c- elephant, dog, magpie, fox;
z- hare, zebra, goat;
c- chicken, heron, chicken;
giraffe, crane, hedgehog. G.S.Shvaiko with 47
31 "Collect a bouquet" Exercise children in distinguishing a given sound in words, fix the name of the color Cards with vases. The vases contain stems, on the ends of which flower heads made of velvet paper are attached. The vases have pockets for letters. Multi-colored flowers cut out of paper. Flowers with sounds: c - blue, lilac, red, gray; l - blue, white, purple, green, yellow; p - red, pink, orange, lilac, gray
G.S.Shvaiko with 51
32. "Builders" To teach children to invent words with the sounds "r" and "r" Sheet of paper, felt-tip pen or board and chalk Zhurova p. thirty
33. “Broken TV” To teach children to identify a vowel sound in the middle of a word by silent articulation Speech material: words consisting of three sounds (poppy, onion, smoke, juice, peace, etc.); chips with symbols of sounds or letters. A speech therapist declares himself an announcer. The TV sound is broken. Shows the articulation of vowels, and then pronounces short words, naming the first and last sounds, and the vowel - silent articulation.
34. “What vowel sound is hidden in the word” Teach children to identify the vowel sound in the middle of the word and correlate it with the letter The cards are divided into two parts. At the top of the card are objects that have one vowel sound in the middle of the word (moss, catfish, smoke); at the bottom is a place for letters, letters. The child is invited to look at the pictures, determine the vowel sound in the words and put a letter under each picture.
35. "Who is more?" Exercise children in inventing words for a given sound Chips, prizes Children come up with words for a given sound
Didactic games for differentiating sounds
36. "Tim and Tom" Exercise children in listening and pronunciation of hard and soft consonants. Two flat pictures depicting little men in blue and green caps; subject pictures starting with paired consonant sounds in terms of hardness - softness (for example: p-p) Bugrimenko from 17
37. “Russell the words into houses” Teach children to differentiate consonant hard and soft sounds Flat houses with four windows. On the attic window there are symbols of consonant hard and soft and soft sounds. Subject pictures, the names of which begin with paired consonant sounds in terms of hardness and softness Pictures with a certain sound are populated in the houses.
Note: this game can also be used when differentiating sounds by loudness-deafness. Symbols are inserted into the attic window in the houses, indicating sonority and deafness
38. "Pick a scheme for the word" To consolidate the ability to determine the position of the sound in the word Cards with the image of various objects that include the same sound, but in different positions (beginning, end and middle of the word); diagram cards depicting the position of sound in a word Cards with pictures at the top. In the lower part there is a place for laying out a strip diagram with the position of the sound
39. "Fishing rod" Exercise children in the differentiation of sounds .... subject pictures
fishing rod, symbolism of differentiable sounds Children use fishing rods to catch pictures with the desired sound
40. “Wonderful bag” The same Subject pictures, toys, wonderful bag, prize chips Taking toys out of the bag, children determine the first or last sound in the word.
41. "Who will pack things faster?" Exercise children in differentiating sounds s-sh A large map, in the middle of which two suitcases are depicted. Items of clothing are drawn in a circle, in the names of which there is a sound “s” or “sh”. Between objects - circles in an amount from one to four; chips of different colors, cube-square of different colors or with letters
"s" and "w" G.S. Shvaiko p 49
42. "Shop" Exercise children in the differentiation of sounds
"r" and "l" "s" and "w" Shelf cards, divided into two parts. In the upper part there is a place for goods (subject pictures) in the lower part for money. Money-paper cards with letters
"r", "m", "s", "w" G.S. Shvaiko with 50
43. "Vertolina" Differentiation of sounds in pronunciation Two circles fastened together in the center. On one, pictures with differentiable sounds are pasted; on the second, a triangle is cut out with Children, twisting the helix, call pictures44. "Sound ball" Differentiation of consonant sounds by hardness and softness Multi-colored ball 45. "Name a couple" Strengthen the ability to distinguish between paired hard and soft sounds Zhurov's ball with 48
Didactic games aimed at teaching syllabic analysis and synthesis of words
46. "Telegraphers" To teach children to rhythmically clap two and three compound words with open syllables, to coordinate hand movements with speech Children clap words on the instructions of a speech therapist
47. "Living syllables"
48. "Let's build a pyramid" Exercise children in the ability to count the number of syllables in words, correctly name each syllable Pyramid of squares in three rows: down - three squares for three-syllable words, above - two squares for two-syllable words, at the top one square - for one-syllable words .
Subject pictures: catfish, beetle, crayfish, goat, vase, crow, etc. G.S. Shvaiko p 56
Note: This game can be used for various topics, such as birds, animals, transportation, etc.
49. “Flower shop” Exercise children in dividing words into syllables, activate the vocabulary on the topic flowers Subject pictures depicting flowers, which consist of two, three, four syllables; number cards "money" with two, three, four circles, typesetting canvas by G.S. Shvaiko with 57
50. "Let's plant flowers in a flower bed" Exercise children in the ability to divide words into syllables. Development of self-esteem The same G.S. Shvaiko with 58
51. "Delicious table" To teach children to invent words with a given number of syllables on a given topic, enriching vocabulary Chips - prizes G.S. Shvaiko with 58
52. “Find your house for the word” Exercise children to divide words into syllables Object pictures, syllable houses from one to four syllables 53. “Change the word” Teach children how to transform words by building up syllables Cards depicting any object at the bottom cards are drawn syllables in the form of squares. One square, two squares and three squares. 54.
"Split the Word"
To consolidate the ability to independently divide words into syllables (words of different syllabic structure) and name each syllable separately
Cards on which subject pictures are pasted in the upper part, at the bottom of the card under the pictures small pieces of Velcro are pasted for sticking cards of diagrams indicating the number of syllables; cards - schemes with the number of syllable squares (from one to four)
55. "Syllabic arithmetic" To develop the ability to perform syllabic analysis and synthesis, the development of mental activity, the enrichment and refinement of the dictionary. Speech material proposed by a speech therapist.
Chips are prizes. Sokolova
Vasiliev from 93
Note: unfamiliar words are clarified and explained during the game.
56. "Syllable chain" To consolidate the skill of dividing two, three, monosyllabic words. Subject pictures, in the name of which there are two, three and one syllables or toys. 57. "Look, make no mistake!" To teach children to invent words for a given syllable, enriching vocabulary. Chips are prizes. 58. "Find a syllable" To consolidate the ability to determine the first and last syllables in words, to develop attention. Object pictures, in the name of which there are two and three syllables.
Chips. 59. "Relay race" To teach children to invent words for a given number of syllables Prize chips 60. "Shop" To consolidate the ability to divide words into syllables of different syllabic structures and correctly name each syllable separately at the request of a speech therapist Toys, "money" with syllabic patterns (from one to four syllables) The speech therapist calls the syllable of the intended word, the children guess.
61. “Feed the animals” Strengthen the ability to divide words into syllables, consolidate knowledge about animal food Subject pictures depicting animals (you can toys), pictures depicting the food that these animals eat Didactic games for memorizing letters
62. Reading the fairy tale "Bukvograd" 63. "Letter mosaic" Development of visual perception, fixing the visual image of the letter Flat letters cut into 2-3 parts The speech therapist distributes the cut elements of the letters that need to be collected and called the letter.
64. "Assemble the letter" Consolidation of the visual image of the letter, the ability to assemble a holistic image from several elements Planar cut letters of large size, cut into two or three parts The speech therapist distributes the cut elements of the letters that need to be assembled and called the letter.
65. "Restore the broken letter" Development of visual perception, development of graphomotor skills, memorization of letters Cards on which letters with missing elements are drawn. Pencils Children recognize the letter and complete the desired element
66. “Techniques” The goal is the same See the game “Restore the broken letter” by S. Vasiliev p. 20
N.Sokolova
67. "Letter"
68. “Same-different” Learn to find common and different elements in two or three letters Cards with letters S. Vasilyeva p.
N.Sokolova69. “Unravel the letters” Development of visual perception, teaching children to see letters superimposed on each other and highlight them separately Cards with a graphic image of several letters superimposed on each other, the common elements of the letters should not coincide S. Vasilyeva with 19
N.Sokolova70. “Look at the letters” Development of visual perception, strengthening the ability to see letters superimposed on each other and having common elements of letters Cards with a graphic representation of letters superimposed on each other with the coincidence of common elements S. Vasilyeva with 19
N.Sokolova71. "Who has a better memory?" The development of visual perception, the prevention of optical dysgraphia, the development of memory A card with printed letters not in alphabetical order, pencils or a chip by S. Vasiliev c19
N.Sokolova72. “Cross out the wrong letter” Development of visual perception, skills Cards with the image of letters in the correct and distorted form Cross out the incorrect spelling of letters
73. “Raise the desired letter” Teach children to highlight the vowel sound in the middle of the word and correlate it with the letter A card with twelve squares, in the upper part of which are objects denoting monosyllabic words, in the lower part there are empty cells for laying out letters, letters, pencils 74. "Letters hid" Development of visual perception, the ability to see letters superimposed on each other N. Sokolova p. 26
Application №2
Working with teachers
Consultation for teachers
«PECULIARITIES OF THE DEVELOPMENT OF PHONEMATIC HEARING IN CHILDREN. INTERACTION OF SPEECH-MOTOR AND SPEECH-AUDITIONAL ANALYZERS»
Prepared by a speech pathologist
Karavanova I. A.
FEATURES OF THE DEVELOPMENT OF PHONEMATIC HEARING IN CHILDREN. INTERACTION OF SPEECH-MOTOR AND SPEECH-AUDITIONAL ANALYZERS
The formation of the pronunciation side of speech is a complex process during which the child learns to perceive the sounding speech addressed to him and control his speech organs for its reproduction.
With normal speech development, the child does not immediately master the normative pronunciation. The long way for a child to master the pronunciation system is due to the complexity of the material itself - the sounds of speech, which he must learn to perceive and reproduce. When perceiving speech, the child hears many variants of sounds, which, merging into syllabic sequences, form continuous acoustic components. He needs to extract a phoneme from them, while abstracting himself from all the variants of the sound of the same phoneme and identifying it by those constant distinguishing features by which one is opposed to the other.
If the child does not learn to do this, he will not be able to distinguish one word from another and will not be able to recognize it as identical. In the process of speech development, a child develops phonemic hearing - this is the ability to recognize speech sounds in a speech stream, because. without it, according to N.I. Zhinkin, the generation (birth) of sounds is impossible.
At present, the problem of studying the features of the development of phonemic hearing in children remains insufficiently elucidated, although many research papers have been written about it not only by psychologists and linguists, but also by physiologists. The works of such researchers as N.Kh. Shvachkina, N.I. Zhinkina, A.N. Gvozdev, V.I. Beltyukova, D.B. Elkonina, L.E. Zhurova, A.N. Leontiev, M.I. Lisina and others. The data of these authors show that phonemic hearing is especially intensively formed during the early years. Considering the development of speech perception at an early age, N.I. Shvachkin in his work “The development of phonemic perception of speech at an early age”, distinguishes two stages in the development of phonemic hearing:
I. stage - prephonemic II. stage - phonemic
prephonemic stage
At the 3rd week, the newborn has a reaction to the voice.
By 4 months, the reaction to the voice and intonation of addressed speech.
By 5 months, the child catches the general rhythmic, melodic structure of the word.
At 9-10 months - a reaction to intonation and the meaning of some words. Since that time, the self-learning mechanism begins to work.
From the age of 11 months, the child distinguishes contrasting words ba-ba, pa-pa, ma-ma.
From 11-12 months, phonemic hearing begins to develop. At this time, phonemic hearing allows:
understand the speech of others;
imitate others;
to establish a connection between a word and an object.
Phonemic stage
By the age of 2, the child differentiates all the sounds of speech only by ear, understands well the speech of an adult addressed to him.
By the age of 5-6, children already differentiate all sounds both by ear and in pronunciation.
Research N.Kh. Shvachkin is confirmed by literary sources and other authors (M.I. Lisina, E.O. Smirnova, V.V. Vetrova, etc.)
In parallel with phonemic hearing, which carries out the operations of distinguishing and recognizing phonemes, phonetic hearing develops, which carries out "tracking the continuous flow of syllables." Phonemic and phonetic hearing together constitute speech hearing, which carries out not only the reception and evaluation of someone else's speech, but also control over one's own speech. Speech hearing is the most important stimulus for the formation of normalized pronunciation, which can only be carried out with coordinated work between the mechanisms of auditory control and reception, on the one hand, and control of speech movements, on the other.
The functional unity of speech perception and speech production is mentioned in the works of N.I. Zhinkin, N.Kh. Shvachkina, V.I. Beltyukova, A.A. Leontiev and others.
Back in the period of the birth of phonological theory, the prominent linguist Baudouin de Courtenay pointed out that the structure of a phoneme is determined by both acoustic and motor components.
Exploring the patterns of development of children's speech, A.N. Gvozdev notes that the general course of a child’s assimilation of the sound side of speech is determined by the joint action of the auditory and motor spheres: “The auditory sphere is leading in the sense that, thanks to the early development of hearing, the child learns to distinguish various phonetic elements by ear; their precise auditory representations become the regulator for producing them in his own pronunciation. But for their appearance in the speech of the child himself, in addition to auditory representations, articulation skills are also needed ... These skills are developed later, and with their development, sound elements freely enter into the child's own speech. From this side, the development of the motor sphere turns out to be decisive for the entire course of assimilation of the phonetic side of the native language. A.N. V.I. Beltyukov comes to the conclusion that in children suffering from speech deficiencies, phonemic hearing is under a certain influence of these shortcomings: sounds that are not divided in pronunciation differentiate by ear worse than divided ones. The dependence of the development of phonemic hearing on the activity of the speech motor analyzer is shown in the studies of V.K. Orfinskaya. Studying children with motor aphasia, she revealed in some of them selective disorders of the phonemic system, manifested in difficulties in finding individual articulatory positions, in others - selective disorders of phonemic analysis and synthesis, expressed in difficulties when switching from one articulatory posture to another, in perseveration phonemes. A.R. Luria pointed out that the process of forming the perception of sounds and speech hearing is carried out with the closest participation of the articulatory apparatus and only in the process of active articular experience acquires its complete character.
Deviations in the development of speech-auditory and speech-motor analyzers that arose before the beginning of the formation of speech or even during its formation entail certain deviations in speech development (Beltiukov, Shvachkin, etc.)
First of all, this is manifested in the formation of a sound, phonetic system.
At the same time, the greater the violation of the speech-auditory analyzer, the stronger the unformedness of the sound-producing system.
Thus, scientists believe that the perception of speech sounds and their pronunciation are two interrelated and interdependent processes that clarify and complement each other.
Conclusion:
Phonemic awareness develops by the age of 2 years.
Phonemic hearing is ahead of expressive speech, i.e. hearing is formed first, then understanding, and then expressive speech.
Phonemic hearing is the factor that brings the incorrect pronunciation of sound to the norm, that is, it adjusts the organs of articulation to the desired position.
The interaction of the speech-motor and speech-auditory analyzer is two interrelated and interdependent processes that clarify and complement each other.
The stronger the violation of the speech-auditory analyzer, the stronger the unformedness of the sound-producing system.
Consultation of teachers
"IMPACT OF PHONEMATIC HEARING ON SCHOOL EDUCATION"
teacher speech therapist
Karavanova I. A.
IMPACT OF PHONEMATIC HEARING ON SCHOOL LEARNING
The readiness of the child to study at school largely depends on the level of formation of the phonemic side of speech. Most children with normal development by the time they study at school already fully master the sound side of speech and the formation of phonemic processes. However, a certain part of the children entering school have pronounced speech deficiencies, which affect not only the pronunciation side, but also the auditory differentiation of phonemes. A sign of phonemic underdevelopment in children is the incompleteness of the process of formation of sounds that differ in subtle, articulatory and acoustic features. These include whistling - hissing sounds, voiced - deaf, hard - soft, sonoras, explosive and fricative sounds.
With phonemic underdevelopment, a number of features of the pronunciation of sounds are found. These difficulties are manifested in children in replacing one sound with another, simpler in articulation. So, for example, the sound "m" is replaced by the sound "s". Or mixing sounds in speech. In some cases, the child uses sounds correctly; in others, he substitutes them, for example, he says: "The koska has a fluffy tail."
The underdevelopment of phonemic hearing negatively affects the formation of children's readiness for sound analysis and synthesis of words. Due to the lag in the development of phonemic hearing, his vocabulary is not replenished with those words that include hard-to-pronounce sounds. For the same reason, the grammatical structure of speech is not formed to the required degree.
With the underdevelopment of phonemic hearing, many prepositions and unstressed word endings remain elusive for the child. Due to the underdevelopment of phonemic hearing and perception, it will necessarily entail a violation of writing at school.
We find confirmation of this in the works of the authors: R.E. Levina "Impaired writing in children", T.G. Egorova "Essays on the psychology of teaching children to read and write", etc.
So A.F. Spirova cites interesting data indicating that students with phonemic hearing impairments, on average, make 2-5 times more mistakes than students with normal speech.
For example, I.N. Sadovnikova identifies a group of specific errors (that is, not related to the use of spelling rules):
errors of phonemic perception;
sound analysis errors;
Errors in phonemic perception
The errors are based on the difficulties of differentiating phonemes that have acoustic and articulatory similarities.
In oral speech, the non-differentiation of phonemes leads to substitutions and mixtures of sounds; in writing, a mixture of letters appears. The most common errors relate to whistling and hissing, voiced and deaf, hard and soft, sonors, affricates.
Sound analysis errors
D.B. Elkonin defined sound analysis as an action to establish the sequence of the number of sounds in a word (recognition of a sound among other phonemes and isolating its word in its initial position, as well as a complete sound analysis of a word).
The unformed actions of sound analysis are manifested in writing in the form of skipping, rearranging, inserting letters or syllables.
Thus, it is very important for the successful acquisition of literacy at school in a child at preschool age to eliminate the underdevelopment of phonemic hearing and perception.
Conclusion:
Gross violations of phonemic hearing lead to the fact that the main semantic distinguishing features of the phoneme (hardness - softness, sonority - deafness) suffer, the child does not differentiate sounds, words, hence the vocabulary, the grammatical structure of speech suffer.
The need for early correction of speech disorders in children associated with underdevelopment of phonemic processes before entering school.
Master class for educators
"Development of the skill of sound-letter analysis in children of senior preschool age"
Material prepared
teacher speech therapist:
Karavanova I. A
Soviet
Slide #1
Master class for educators
"Development of the skill of sound analysis in children of senior preschool age"
Introductory part:
The sound side of speech early becomes the subject of the child's attention. He notices the pronunciation of other people, gives examples of incorrect pronunciation, notices the difference in individual words. However, he cannot independently decompose words into sounds. This problem must be solved in literacy classes and purposefully developed in children the ability to be able to produce sound (phonemic) analysis.
In the studies of F. A. Sokhin, L. E. Zhurova and their students, a sequence was developed for the formation of orientation in children in the sound form of a word.
Familiarization of children with the sound side of the word begins even in the younger and middle groups, when in the process of educating the sound culture of speech in exercises and speech games, they learn to clearly and clearly pronounce sounds, listen to the sound of words, distinguish by ear similar and different words (goat-braid ), pronounce them with different voice power and at different tempos. Children are taught to listen to the sound of poetry, to rhyming words, to notice common sounds. In the course of systematic work, children gradually master the meaning of the word sound. All this allows you to draw the attention of children to the sound form of the word. This work continues in the older groups. For this, a variety of methodological techniques are used aimed at isolating sound and understanding its semantic role:
pronunciation of a word with intonational sound emphasis (ZhZhZhZhuk, koshshshka, etc.);
listening to the sound of different words (long and short), invite the children to measure the length of the word with their palms. when pronouncing the word, the child spreads his palms folded to each other and pronounces the word, for the word "cat" - the palms are slightly apart, which means the word SHORT, and for the word "tortoise" - the palms are spread apart widely from each other, which means the word LONG;
highlighting frequently repeated sounds in a poem. For example:
Sleep peacefully Sonya, Sanya,
Dog and cat sniffle in a dream
catfish falls asleep with a mustache
Owls sleep on a bitch
comparison of synonymous words (the meaning of the words is close, but the sound is different: doctor-doctor);
comparison of polysemantic words - homonyms (needle, key, etc.)
All this helps and prepares the child for the formation of ideas about the word as a unit of language and is the basis for subsequent learning to analyze its sound structure.
Slides №2,3,4
In children with speech disorders, due to objective reasons, by the age of 6, a conscious attitude to the sound side of the language is unformed. Therefore, corrective work to move the child's attention from the meaning of speech to its sound composition is important.
At senior preschool age, the task is to develop in children the ability to produce sound (phonemic) analysis.
Slides №5,6,7,8,9,10
Sound analysis is the sequential selection of individual sounds in a word, determining the order of sound in a word, distinguishing sounds according to their qualitative characteristics (vowel-consonant, hard-soft consonant).
The ability to distinguish sounds in a word is necessary for:
Learning to read
Literate writing at school
Mother tongue studies
Slide #11
Before teaching children sound analysis, it is necessary to beat the fairy tale "Turnip" in order to consolidate the idea of the formation of an ordinal series, of the place of each object in relation to others. Who is the first, who is the second, etc. work out synonyms with the children: “first” - “at the beginning”, “last - at the end”, “middle”. Slide No. 12,13
At the first stage of work on teaching sound analysis, cards with a picture of the word being parsed and the sound scheme of the word (the number of cells of sounds) are used. At the beginning, gray chips are used to highlight sounds, and then red chips are introduced to highlight vowel sounds.
Slide №14,15,16
When getting acquainted with hard consonants and soft consonants, it is recommended to sound analysis of two words “Moon” and “Fox” at the same time, where the semantic-distinctive function of consonant sounds is shown. In the word "Moon" the first sound "L" is a hard consonant (blue chip), and in the word "Fox" the first sound "L" is a soft consonant (green chip). Slide No. 17
Various objects can serve as material for sound analysis: these are chips of red, blue and green colors, paper clips, magnets, pebbles, buttons, pencils, clothespins, mosaics and various other objects of red, blue and green colors.
Slide #18
First, words consisting of two or three sounds are used, then words of four and five sounds are introduced, depending on the level of the child.
It is not recommended to move on to the sound analysis of complex words without mastering simple words (3-4 sounds)
Once you have mastered the material of the previous lessons, move on to the next lessons.
Application No. 3
Working with parents
School of Speech Development
"PHONETICS LESSONS"
Tasks:
Teaching parents the skills of sound-letter word analysis
Raise the level of teachers on the methodology for conducting sound-letter analysis of words
Lesson #1 Speech Sounds
Theoretical part
The word "phonetics" comes from the Greek phone - "sound". The science of phonetics studies the sounds of a language - their formation, functions, their behavior in speech.
The sound of speech is an articulate element of spoken speech, formed by the speech organs (lips, tongue, vocal cords). This is the shortest sound unit pronounced in one articulation. Sounds add up to words. We distinguish one word from another because they are made up of different sounds. A word can differ in just one - a single sound, but have a different meaning. Compare house and smoke, cat and whale. This is the main function of sounds - to distinguish one word from another. The sounds that help distinguish words are called "phonemes". For example, take the word HOUSE. Replace the first sound in it. What word can be in it? Scrap, com, catfish, volume and others. And now replace the second sound in the word HOUSE. What will come of it? Smoke ladies. Let's try to replace the last sound as well. How many words did you get? Don, dol, doc, dot.
Thus, we change only one sound, but we get another word. And each of the sounds helps to distinguish words by meaning. Sounds have a meaningful function.
In Russian, phonemes are consonants and vowels.
To convey the exact sound of the word, they use special icons in square brackets - phonetic transcription.
Example: the word "garden" sounds like "sat", the word "water" like "vada".
Practical part
Games and exercises with phonemes for adults
"remove one phoneme"
Take out one phoneme from each word. Do this so that the remaining phonemes form a new word. Like this: a handful of guest, regiment, relish, paint, slope, screen, trouble, warmth.
"add a phoneme"
Add one phoneme to each word to make a new word like this: scarf. Cutting, gift, table, treasure, paw, mustache, vinegar.
"replace the phoneme"
In the proposed words, replace one phoneme with another to get a new word. Like this: walrus cake. Bun, paw, teeth, pussy, sand, jackdaw, eagle, mink, wedge, melancholy, light, log, frame. Lesson number 2 Vowels and consonants
What are speech sounds? To answer this question, let's look at the diagram:
Speech sounds
Vowels Sonorants Consonants
Drums
Noisy Hard-softUnstressed Voiced-dumb Why are sounds divided in this way? Why do scientists single out vowels and consonants, and consonants are divided into sonorous and noisy, and the latter, moreover, into voiced and deaf?
This division is largely determined by the presence of voice and noise in speech sounds.
When sounds are formed in the human larynx, a tone is formed. Tone is a musical sound. In other words, voice.
The sounds of a language can only consist of a tone - of a voice. They don't make any noise at all. Then they are called vowels.
And they can consist of noise or noise with a voice. Then they are called consonants. Vowels are mouth openers. The louder we pronounce them, the wider we open our mouth.
Consonant rtosmykaeli. Schematically, this can be represented as shown in the diagram.
Vowel sounds
Consonant sounds Voice Sonorant Voiced noisy Noisy deaf
Voice and noise
Voice and noise Noise
Common Adult Mistakes
It happens that during classes on the pronunciation of sounds, an adult offers the child to come up with words for some letter. For example, for the letter B. for a child who is not yet able to read, the task is not formulated correctly. After all, a letter is a written sign. To come up with a word for any letter, you need to imagine how it is spelled. Therefore, it is better to ask them to come up with words that begin with some sound. But then it is the sound that should appear in the task, and not the alphabetic name of the letter. If you want to hear from a child words for the sound "B", then you need to pronounce the sound clearly and briefly, without any vowel "additives" like "E".
Lesson #3 Hard and soft consonants
All sounds in Russian are divided into hard and soft consonants. How do they differ from each other?
Is it possible to feel by touch whether a consonant is hard or soft? Of course not, because these names are conditional. Soft is the one in the formation of which the back of the tongue additionally rises to the palate. The passage through which the air flows narrows, and a sound called soft is obtained.
Most hard and soft consonants form pairs. (Mr.).
But there are sounds - loners who do not have a pair. The sounds c, sh, w are hard, the sounds d, h, u are soft.
adult mistakes
Sometimes you can hear how an adult asks a child: “What sound does the word“ whale ”begin with? and immediately answers: “Remember: from the sound“ K ”. this is mistake. In the word whale, a soft ky is clearly heard.
It is important to teach the child to distinguish between hard and soft consonants.
Questionnaires
Questionnaire for parents whose children attend a speech therapy center.
Name of the child ______________________ ________________________________
Date and year of birth ____________________________________________
Home address and phone number of mother _____________________________
Place of her work, profession, work phone _____________________
Father's name _________________________________________________________
Place of his work, profession ___________________________________
work phone _______________________
Do you notice difficulties in your child's speech? Which? __________
__
What is your attitude to the difficulties in the speech of your child? ________
_______________________________________________________________
Data on the course of speech development
When did your child start babbling? __________________
Your child's first words: __________________________________
Your child's simplest phrases: ______________________________________
Expanded speech of your child: ____________________________________
What preschool did the child attend? __________________________
QUESTIONNAIRE
one . . What activities in kindergarten do your child not like? Why?
________________________________________________________________
____________________________________________________________________________________________
2 What activities does your child like? ____________________________
_________________________________________________________________________
3. Has the child's initial attitude to learning in a speech therapy group changed? In which direction? What contributed to these changes? ____________________________________________________
____________________________________________
4. What can you say about your child's speech at the beginning of the school year?
Sound pronunciation ______________________________________________
Vocabulary __________________________________________________________
The grammatical structure of speech (the ability to build a phrase) __ ___________________
________________________________________________________________
5. What shifts are observed now?
In sound pronunciation and speech development: _____________________
________________________________________________________________
In preparation for literacy: _______________________________
6. Are you satisfied with the work of a speech therapist? If not, then what? ______________________________________________________
In frontal and individual lessons: ______________________
_______________________________________________________________
Consulting work with parents: ____________________________
_______________________________________________________________
The relationship of a speech therapist (educator) with parents? _________________
_______________________________________________________________
Conducting open classes, parent meetings:
_______________________________________________________________
7. Has your attitude towards the speech therapy group changed?
_______________________________________________________________
8. Your comments, suggestions, suggestions for working with your child at the logopoint: _____________________________________________
Consultations
for parents
The most common mistakes
allowed by adults when teaching children to read
at home
The basis of learning to read is not a letter, but a SOUND. Before showing the child a new letter, for example M, you should teach him to hear the sound [m] in syllables, words. At home, both sounds and the letters corresponding to them should be called the same - i.e. the way the sound sounds. Take, for example, the sound [m]. We pronounce it abruptly: M! And the letter M must be called the same: M! No way EM! Speaking EM, we pronounce two sounds - [e] and [m]. This circumstance only disorientates children. And one more thing: please do not mix the concepts of SOUND and LETTER when teaching a child to read.
The second gross mistake is teaching letter-by-letter reading, i.e. the child first calls the letters of the syllable: M! BUT! - and only after that he reads the syllable itself: MA. This habit of misreading is very persistent and is corrected with great difficulty. Correct reading is reading in syllables (of course, at the initial stage). And let at the beginning of training, the child reads (pulls) the first letter of the syllable for an arbitrarily long time until he figure out which letter is next: MMMA. (At the same time, the child translates the pointer from letter to letter.) If only he did not stop after the first letter! If only he read the letters of the syllable together!
Prepared by a speech pathologist
Karavanova I.A.
How to help a child
if he forgets, confuses, writes letters incorrectly?
Does your child distinguish between the concepts of "left", "right"? The child must be able to perform tasks correctly: show your right ear, tell what you see to your left, etc. If a child writes letters in the wrong direction, most often this is a consequence of unformed concepts of “right”, “left”.
Does your child know how to put together pictures from 6 blocks? (If it is difficult, this is a consequence of the underdevelopment of visual-spatial analysis and synthesis.) Very useful for the development of spatial representations and visual perception of the game with various "constructors" and "builders".
To make it easier for a child to memorize letters, the following techniques are recommended:
Large letters coloring;
Sculpting letters from plasticine by a child;
Cutting a letter along a contour drawn by an adult;
"Writing" with wide gestures of all the studied letters in the air;
Comparison of a letter and its elements with familiar objects, other letters;
Stroke by a child of letters written by an adult;
Writing a letter along a contour drawn by an adult;
Writing a letter according to the reference points set by an adult.
Prepared by a speech pathologist
Karavanova I.A.
Miraculous Pouch
Fold toys of various shapes into any rag bag: a ball, a cube, a car, rings, a pyramid, etc. Invite the child to put his hand into the bag and find a round object (square, triangular) by touch. Questions: What did you get? What shape does your subject look like? What color is the object? Get the child to talk about the subject as much as possible. First help the child, then let him tell everything on his own.
Can ride or not
Offer the child a box with pictures depicting vehicles, as well as other objects that have the sound “s” in the name: sled, plane, scooter, bus, trolleybus, table, chair, boot, etc. The child takes turns taking one picture out of the box, names the depicted object and says whether it can be ridden or not. Make sure the children pronounce the words correctly.
Rain
Tell your child that when it rains, raindrops hit the roof. Pronounces "drip-drip-drip" at a moderate pace. And when the rain is just starting, its drops rarely fall and knock differently (pronounces “drip ... drip” slowly, stretching a little, with pauses). If it rains heavily, then the drops knock on the roof like this: “drip-drip-drip” (says at an accelerated pace). The adult offers to determine by ear what kind of rain it is and says “drip-drip-drip” at a different pace. Make sure that the child is attentive and accurately determines the speed of pronouncing the sound combination by ear. And then he correctly reproduced these sound combinations independently at a given tempo.
Prepared by a speech pathologist
Karavanova I.A.
9. Classes should be short, not cause fatigue, satiety. It is advisable to inform the child about what tasks he will perform tomorrow.
10. Call all consonants like sounds. For example, not
[ve] or [em], and [v] or [m].
11. Do not rush to the next task if you are not sure that the child has learned the material of the previous one.
12. It is necessary to support the child's desire to study, to stimulate him to further work, to encourage success, to teach him to overcome difficulties.
We wish you success!
REMINDER FOR PARENTS
“When dealing with a child, remember…..”
Dear parents!
The success of speech therapy work to a large extent depends on the participation of parents in the process of overcoming a speech defect. When organizing classes with a child on the instructions of a speech therapist at home, remember:
1. To consolidate the results of speech therapy, your children need constant homework.
2. Classes should be regular, entertaining, not in any way compulsory, not turn into additional study hours.
3. Classes can be held during walks, trips. But some types of activities require a mandatory calm business environment, as well as the absence of distractions.
4. Class time (15 - 20 minutes) should be fixed in the daily routine. The constant time of classes disciplines the child, helps the assimilation of educational material.
5. It is necessary to determine who exactly from the adult environment of the child will work with him on the instructions of the speech therapist; it is necessary to develop uniform requirements that will be presented to the child.
6. Upon receiving the task, carefully read its content, make sure that you understand it. In case of difficulty, consult with a teacher or speech therapist.
7. Pick up the visual or game material that you need for class. Think about what material you can make together with your child.
8. It is necessary to teach the child to independently complete tasks. You should not rush to show how to complete the task, even if the child is upset by the failure. Assistance to the child should be timely and reasonable.
Consultation for teachers and parents
"SOUND ANALYSIS OF THE WORD"
Karavanova I. A.
teacher speech therapist
Sound analysis of words
We are surrounded by a world full of different amazing sounds. Everything we hear and everything we say are sounds. It is very important that the child is guided in the sound structure of speech. This is necessary for teaching reading, literate writing at school, for learning the native language.
Sound analysis is:
- determining the order of sounds in a word;
- selection of individual sounds;
- distinguishing sounds according to their qualitative characteristics (vowel - consonant, hard - soft).
During classes, the child listens to words and sounds, determines the place of sound in a word, distinguishes hard and soft consonant sounds by ear, selects words for a given sound.
Then the children get acquainted with the materialized models of words (schemes). Here they learn to isolate all the sounds in a word in order and model words.
In the process of learning, children consistently master the analysis of increasingly complex words. They learn to listen to the sounds of speech, distinguish between stressed and unstressed vowels, compare words according to sound patterns, find similarities and differences, etc.
With the help of entertaining moments, try to maintain a strong interest in classes, a desire to learn new things and acquire knowledge and skills. A child can make word schemes not only with the help of cards, but also with the help of small buttons, toys of the appropriate colors, which contributes to the development of finger muscles (fine motor skills). An additional load on the small muscles if the buttons are stored in a transparent bottle or jar with a screw cap, which the baby needs to open or close on his own.
Multi-colored tokens develop and strengthen memory, train finger muscles.
It is not recommended to move on to the sound analysis of complex words without mastering simple words. Once you have mastered the material of the previous lessons, move on to the next lessons. Having completed all the exercises on all topics, the child begins to read in whole words, which makes it easier for him to perceive the lexical meaning of the word and contributes to the development of speech.
Conventions for the schematic performance of sound analysis of words:
hard consonant
soft consonant
vowel
Remember!
Always soft sounds: H, W, Y
Always solid sounds: W, F, C
The letters b, b do not give sounds.
An example of a sound scheme for a word:
FLY KETTLE PHONE
How to perform sound analysis
This flower is called poppy. Repeat this word.
MMMAK - tell me how I am. What is the first sound in this word? Is it a vowel or a consonant? Take the token that represents the consonant sound and place it under the picture.
MAAAK - tell me how I am. What sound do you hear after M? What is this sound? Take the token that represents the vowel sound and place it after the M.
MAK (the sound K is emphasized) - what is the last sound in this word? Is it a vowel or a consonant? Take the token that represents the consonant sound and place it after the A sound.
- Name all the sounds in the word MAK in order.
- Where is the sound A: at the beginning, end or middle of a word?
What is the first sound in the word MAC? What is the final sound in this word?
- Name the vowel sound in the word.
Name the consonant sounds in the word.
How many sounds are in the word MAK
Literature
Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children - St. Petersburg: Childhood - Press, 2000.
Vasilyeva S.A., Sokolova N.V. Speech therapy games for preschoolers - M: School - Press, 1999.
Kozyreva L.M. The development of speech. Children from birth to 5 years old Yaroslavl: Academy of Development, Academy Holding, 2001.
Kolesnikova E.V. The development of sound - letter analysis in children 5-6 years old. Scenarios of educational and gaming sessions for the workbook "From A to Z" - M: Yuventa 2001 .;
Special course: “Teaching preschoolers to read and write” / L.E. Zhurova, N.S. Varentsova and others / Ed. N.V.Durova.-M.: A.P.O. 1994
Filicheva T.B., Chirkina G.V., Preparation for school of children with general underdevelopment of speech in a special kindergarten: At 2 hours. Part 1.2. - M: Alpha Publishing House, 1993.
Shvaiko G.S., Games and game exercises for speech development: A book for kindergarten teachers: From work experience. Ed. V.V. Heraldic - 2nd edition corrected. - M: Enlightenment, 1998.
Yashina V.I. Studying the level of speech readiness of children for schooling / Special course: Diagnosis of children's readiness for schooling. M .: Association "Professional Education" 1994
Lexis and grammar. Many researchers (and others) give the leading place in the integrated approach to speech correction to the formation of phonemic perception, i.e., the ability to perceive and distinguish speech sounds (phonemes).
Analysis of the data allows us to establish that children with speech disorders have underdevelopment of all the functions of the phonemic system.
My practical experience also confirms that the development of phonemic perception has a positive effect on the formation of the entire phonetic side of speech, including the syllabic structure of words.
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 hearing, children perceive and distinguish much better: word endings, prefixes in single-root words, common suffixes, prepositions when consonants come together.
In addition, without sufficient formation of the foundations of phonemic perception, it is impossible to form its highest level - sound analysis, the operation of mental dismemberment into constituent elements of various sound complexes, combinations of sounds, syllables and words. Without long-term exercises on the formation of sound analysis and synthesis skills (combining sound elements into a single whole), children with speech disorders do not master literate reading and writing.
What is phonemic awareness- this is "a subtle, systematized hearing that allows you to distinguish and recognize the phonemes of your native language" (T. Filicheva).
Phonemic perception it is “the ability to distinguish between phonemes and determine the sound composition of a word” (T. Filicheva).
In the work on the development of phonemic hearing and phonemic perception, it is customary to distinguish the following stages:
- exercises in distinguishing non-speech sounds; exercises in distinguishing the same sounds, syllables, words, sentences of different height, strength and timbre in voice; exercises in distinguishing similar sounds, syllables, words that differ in one sound; exercises aimed at the formation and development of sound analysis and synthesis skills.
I want to talk about the last two stages in the development of phonemic awareness through didactic games and exercises.
Let us dwell on the exercise to distinguish between children correctly and incorrectly pronounced words by a speech therapist. This gradually forms in children the ability to hear mistakes, first in someone else's speech, and then in their own speech. This is the simplest form of phonemic perception.
Exercises:
"Disgruntled Dwarf" Children are invited to listen to a series of syllables (words or a single phrase). If they hear the wrong pronunciation of sounds, they raise a picture with the image of a disgruntled gnome.
"What is the right way to say it?" The speech therapist imitates distorted and normal pronunciation of a sound in a syllable (word) and invites children to compare two types of pronunciation and reproduce the correct one.
"Pay attention". Pictures (banana, album, cage) 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, wawan, davan, bawan, vanan, etc.
Anbom, aybom, alm, album, anbom, avbom, alpom, alnom, abl, etc.
Cage, ketka, cage, cage, kvekta, flekta, kvetka, etc.
Another variant:
The adult shows and names the picture with the image of a banana, and then explains that now he will name the picture correctly and incorrectly, and the children should clap (stomp, raise the signal card) if the word is pronounced correctly by the adult.
Examples of used games and exercises
"Dunno confused." The speech therapist tells the children a story about Dunno, who found a lot of pictures and can’t select the ones he needs from them. The speech therapist invites the children to help Dunno and lays out pictures on the table (onion, beetle, bough, cancer, varnish, poppy, juice, house, scrap, catfish, spoon, midge, matryoshka, potatoes, etc.). Children receive the first task: put pictures into boxes with objects depicted on them that are pronounced similarly. Then the children receive the second task: to choose from a certain group of pictures the one that Neznaika needs (the subject shown in the picture is called by the speech therapist).
"Think of a word." The speech therapist invites children to listen to a word and come up with words that sound similar (mouse-bowl, bear, lid, bump, donut, chip; goat-braid, wasp, fox, etc.).
"How are the words different?" The speech therapist invites the children to look at a couple of pictures and name the objects depicted on them (whale-cat, beetle-bough, ball-scarf. Masha-porridge, slide-mink, etc.). Children must determine, with the help of leading questions of a speech therapist, the difference in the sound of these words.
"Superfluous word". The speech therapist clearly pronounces the words and invites the child to name a word that is different from the rest:
ditch, ditch, cocoa, ditch;
duckling, kitten, duckling, duckling;
com, com, cat, com;
minute, coin, minute, minute;
screw, screw, screw, bandage;
pipe, booth, booth, booth, etc.
"My word". The speech therapist offers the child three pictures, asks to name the objects depicted on them, and then pronounces the word and invites the child to determine which existing word is similar in sound to the one named:
pictures: poppy, house, branch; words for comparison: grid, lump, tank, cell;
pictures: scoop, wagon, gnome; words for comparison: house, lemon, can, paddock, ice rink;
pictures: gate, house, ice rink; words for comparison: handkerchief, leaflet, skein, gnome, lump, snail, etc.
"Poet". The speech therapist reads the couplet, highlighting the last word in the first line with his voice, and invites the child to choose one word for the rhyme from the suggested ones:
Whispers different fairy tales in my ear at night ... (feather bed, pillow, shirt).
Without a key, believe me, you will not open this ... (bedside table, door, book).
Even the table was dirty from the late evening ... (ran away, left, rode away).
Two sisters, two chanterelles found somewhere ... (matches, brush, spoon).
You have a doll, and I have a ball. You are a girl, and I ... (toy, bear, boy).
The mouse said to the mouse: how much I love ... (cheese, meat, books).
A gray wolf in a dense forest met a red ... (fox, squirrel).
The pavement was empty, And they left ... (buses, trams, taxis).
Katya Lena asks for paints, a pencil ... (pen, notebook, book), etc.
"Put it in place." The speech therapist reads a poem and invites the child to choose from words that are close in sound composition, denoting the objects shown in the picture, the right word and answer the question. Previously, the objects in the pictures are called the child, complex concepts are clarified.
I'll give you a task - to put everything in its place:
What did we roll up in the winter ...? What did they build with you...?
Got hooked in the river...? Maybe everything, though small in stature...?
Words to choose from: house, com, gnome, catfish.
I will give the task again - to put everything in its place:
What did the playful cat steal...? Mommy weaves for children ...?
Down from the mountains, flowing? What kind of slippery, flat ice...?
Words to choose from: skating rink, stream, wreath, skein, etc.
A large percentage of children who turn to a speech therapist are diagnosed with an "erased form of dysarthria" and it is fuzzy articulatory images that cause fuzzy auditory differentiation (distinction) of sounds. Therefore, work on sound pronunciation requires certain efforts from the speech therapist and is carried out over a long period.
At this stage, it is required not only to teach to distinguish sounds by ear. But also memorize and reproduce (pronounce) series of sounds and syllables.
It should be noted that the exercises use those sounds that the child pronounces correctly. Be sure to connect the game characters.
Aliens have come to visit us. We must learn their language, repeat after them:
Ta-Ta-ta - I am dzodzik.
Pa-po-poo - hello.
Pa-ta-ka - How are you?
But somehow - We flew from a distant planet, etc.
What do we do with these exercises? Learn to play:
Syllabic series with a change of stressed syllable;
Syllabic combinations with one consonant and different vowel sounds (we use sounds that differ sharply in articulation);
Syllabic combinations with consonants close in acoustic-articulation modes.
At this time, work is actively carried out to clarify the pronunciation of preserved sounds and consolidate them in speech, then work begins on staging, automation in various positions (in an open, closed syllable and with a confluence of consonants), and then in clarifying listening and speech perception. In the work on clarifying the sound by ear or discrimination, certain stages are distinguished:
- differentiation in a number of sounds; differentiation in a series of syllables; differentiation in a number of words; differentiation in sentences.
For example:
Games and exercises to clarify children's perception of sound[l].
- “Build a fence”, “Lay out a path”, “Hang apples”, “Decorate fingers”, etc. etc.,
if you hear a sound, syllable, word, sentence with the sound [l].
Sound differentiation work:
Similar in acoustic-articulatory features;
For deafness - sonority;
Hardness - softness
is conducted through the same stages (sound, syllable, word, sentence).
For example:
Introducing children to voiced and voiceless consonants, it is possible to explain to them that when pronouncing voiced consonant sounds, “the neck trembles”, and offer to put a hand on the front surface of the neck, make a voiced sound; and when pronouncing deaf consonant sounds, “the neck does not work”, which is also checked by putting your hand on your neck and uttering a deaf sound.
Consider the stages of work on distinguishing consonant sounds [p] and [b]. The explanation starts from the step described above.
Exercise.
Children are given cards and given the task to raise a card with a bell if they hear the sound [b], and with a crossed out bell if they hear the sound [p]. Similarly, an exercise is carried out in distinguishing these sounds in syllables, words.
Phone game. Children sit in a row one after another. The speech therapist calls a syllable or a series of syllables (for example: her, boo-boo-bo, pa-pa-ba, etc.) into the ear of the first child. A series of syllables is passed along the chain, and the last child says it aloud. The sequence of the chain changes.
Game "Which is different?". The speech therapist pronounces a series of syllables (for example: boo-boo-bo, pa-pa-ba, ba-pa-ba, etc.) and asks the children to determine which syllable differs from the others and in what way.
Game "Finish the word."
The teacher pronounces the initial syllables, and the child ends them with the syllable ba or pa: gu, li, ry, shu, la, Liu, labor, shlya.
Game "Gifts".
Today is the birthday of the boy Bori and the girl Poli. They were given a lot of gifts, will help to sort them out. We will give the pictures with sound [b] to the boy Borya, and with the sound [p] to the girl Field.
Game Say the opposite.
The teacher throws the ball and calls words with a voiced and deaf consonant sound, the child catches the ball if the word has a voiced consonant, and if it is deaf, then the ball beats.
Another variant.
The teacher throws the ball to the child and pronounces a word containing a voiced consonant, the child catches the ball, returns it to the teacher and pronounces a word containing a paired voiceless consonant, or vice versa.
Similarly, work is being done on the differentiation of sounds close in acoustic-articulatory features and hard and soft consonants.
Game "Merry Travelers"
The teacher lays out pictures containing the sounds [c] and [w] in the names. Then he puts pictures of the car and the bus and asks the children to seat the animals, in the name of which there is a sound [s] in the bus, and with a sound [w] in the car.
Another variant.
Children seat animals with the sound [w] on the bus, and with the sound [c] in the car. Then tell which animals are on the bus and which are in the car. "There is a dog in the car." "There's a cat on the bus."
The game "Colorful mosaic".
The teacher lays out pictures with hard and soft consonants [in] and [in '] in front of the children. A blue clothespin should be attached to pictures with a hard sound, and a green one to pictures with a soft consonant.
One should not hurry with the transition to such a serious stage of work as the formation of skills in sound analysis and syllabic analysis and synthesis. Work on the syllabic structure of the word prepares the ground for this work.
First you need to exercise the children in listening to long and short words. The teacher gives the children long and short stripes and offers to raise the short one when they hear short words and vice versa (house, milk, caterpillar, whale, ball, escalator, Cheburashka, poppy, tape recorder, world). You can conduct outdoor games: sit down when you hear a short word and rise on your toes when you hear a long word.
Then teach children convey the rhythmic pattern of the word, it is the inability to reproduce a rhythmic pattern that leads to the fact that words in children with speech impairment do not find their syllable-by-syllable expression for a long time.
First, we teach children to do the task by imitation. The child (thumps, slaps, stomps) rhythmic pattern of two-syllable words from open syllables (pa-pa, ma-ma, ki-no, wa-ta, Vo-va, ka-sha, no-gi, bo-by, du- ha, dy-nya) by imitation, and then together with an adult and independently. After two-syllable words, we move on to three-syllable words (mo-lo-ko, ra-du-ga, ma-shi-na, ko-ry-to, ka-na-va) and only then to monosyllabic types (cat, smoke, poppy , top, tank). It is important to teach children to combine one clap with a one-syllable word.
Complicating the work on the syllabic structure of words, we exercise:
In the division into syllables of words with a confluence of consonants (tap-ki, pal-ka, bank-ka), remembering that the division occurs at the junction of morphemes;
In pronunciation of consonant clusters, including sounds that a child can pronounce.
With a common confluence of two consonants and different vowels (pta-pto-ptu-pty, tma-tmo-tmu-tmy, fta-fto-ftu-fty, etc.)
With a change in the position of consonants in their confluence (pta-pto-tpa-tpo).
Work on the formation of sound analysis and synthesis skills includes the following steps:
a) analysis and synthesis of vowel sounds ay, ya, ia;
b) isolating the initial stressed vowel from words like (duck, arch, needles, donkey, wasps, hoop);
c) selection of the initial unstressed vowel from words like (watermelon, turkey, snail, alphabet, popsicle);
d) selection of final vowels from words like (poppy, whale, top, floor, soup, house);
e) analysis and synthesis of reverse syllables (ak, ip, ut, em, he);
f) analysis and synthesis of direct syllables (pa, tu, po, we);
g) selection of initial consonants from words like (nose, cat, godfather, us, poppy);
g) determining the place of any sound in a word (beginning, middle, end);
h) a complete sound analysis of words (how many sounds are in a word, what is their sequence, sound characteristics).
The development of phonemic analysis and synthesis skills is carried out gradually: at the beginning of work, based on materialization (the use of various auxiliary tools - graphic word schemes, sound lines, chips), on speech pronunciation (when naming words), at the final stage, tasks are performed on the basis of representations without reliance on aids and pronunciation.
Tasks are offered in a playful way, using such techniques as inventing words, working with subject pictures, signal flags (symbols, pictures), lowering the last (first) sound in a word when a speech therapist pronounces it and restoring it by children based on subject pictures, work with cards, etc.
The game "Who will fly to the moon"
The teacher lays out pictures of birds and animals in front of the children. Places a picture of a spaceship on the board. Only those animals and birds in the name of which have the sound [k] will go to the moon.
The game "Couples" ("Make a chain", "Close the ring").
The teacher gives the children one picture at a time, offers to consider and determine the last sound. Then the pictures from the second set are laid out on the table. The teacher invites the children to choose one picture, the name of which begins with the sound that ends with the name of the first picture. Pairs are made.
Another variant.
Children with a teacher stand in a circle, hands palms up and placed on a neighbor. The teacher calls the first word, highlighting the last consonant, and claps his hand on the neighbor's hand. The neighbor calls the word from the sound that ends the word of the teacher (forehead-bank-bus-sled-turkey).
