Tasks on the syllabic structure of the word in dow. Formation of the syllabic structure of a word in children

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INTRODUCTION

The relevance of the study lies in the fact that the correction syllabic structure the word represents one of critical tasks speech therapy work with preschool children suffering from systemic speech disorders.

Today there is a clear progress in the development of speech therapy science. On the basis of psycholinguistic analysis obtained necessary information about the mechanisms of the most complex forms of speech pathology (aphasia, alalia and general underdevelopment of speech, dysarthria).

In particular, a noticeable development is observed in speech therapy. early age: features up to speech development children, criteria for early diagnosis and prognosis are established speech disorders, techniques and methods of preventive (preventing the development of a defect) speech therapy are selected.

The development of speech, including the ability to correctly pronounce sounds and distinguish them, own the articulatory apparatus, be able to correctly build a sentence, and more, one of the most important actual problems facing preschool.

Correct speech is one of the indicators of a child's readiness for schooling, a guarantee of the timely development of writing and reading: written speech develops on the basis of oral speech, and children with underdeveloped phonemic awareness, are potential dysgraphics and dyslexics (children with writing and reading disorders). underdevelopment speech linguistic correctional

The lag in the development of speech (A.N. Gvozdev, I.A. Sikorsky, N.Kh. Shvachkin, B. Kiterman) is identified as a violation of processes in pronunciation mother tongue in children with various speech disorders as a result of defects in the perception and pronunciation of phonemes.

It is possible to cope with such violations through targeted speech therapy work to correct the sound side of speech and phonemic underdevelopment.

For the first time, the problem of speech underdevelopment in children was formulated and proved by R.E. Levina and team scientific staff Research Institute of Defectology in the 50-60s of the XX century. Delays in the formation of speech began to be studied as developmental disorders occurring according to the laws of the hierarchical structure of higher mental functions.

The system of education and upbringing of preschoolers with defects in the syllabic structure of the word consists of correcting speech deviation and preparing for full-fledged learning to read and write (G. A. Kashe, T. B. Filicheva, G. V. Chirkina, V. V. Konovalenko, S. V. Konovalenko). I. A. Sikorsky, as confirmation, cites facts from his own research, showing the possibility of assimilation by some children to a greater extent of the sound or syllabic part of speech. In his studies, for preschoolers of the so-called sound direction, the correct pronunciation of one or more sounds of a word is inherent, children of the syllabic direction grasp the syllabic composition of the word, violating its sound composition and using a very small number of sounds.

A. N. Gvozdev, conducting research on the assimilation of the syllabic composition of a word, sums up that the peculiarities of the syllabic structure of Russian words, consisting in the fact that the strength of unstressed syllables in it is different. When mastering the syllabic structure, a preschooler masters the ability to correctly pronounce syllables, words in right order: first of all, only the stressed syllable is pronounced from the whole word, after which - the first pre-stressed and, at the end, weak unstressed syllables. The omission of weak unstressed syllables is an obstacle to the assimilation of the sounds included in them, and therefore fate different sounds and sound combinations is directly related to the assimilation of the syllabic structure.

Since correct speech is one of the most important prerequisites for the subsequent full development of the child, his social adaptation, it is important to detect and eliminate speech disorders as early as possible. A large number of speech disorders are manifested in preschool children, since this age is a sensitive period of speech development. Detection of speech disorders allows you to eliminate them as quickly as possible, prevents the negative impact of speech disorders on the formation of personality and on the entire mental development of the child.

This thesis is devoted to speech therapy work on the formation of the syllabic structure of a word in preschool children with general underdevelopment speech.

Research problem. Violations of the syllabic composition of a word are the main and persistent defects in the structure of the speech system of a child with a general underdevelopment of speech. AT Russian literature many studies have been carried out on this issue. But, despite this, the theory and practice of speech therapy does not have information about the factors that are essential for mastering the syllabic structure of a word.

Object of research: features of syllable composition in children with ONR.

Subject of study: the process of formation of the syllabic structure of a word in preschool children with general underdevelopment of speech.

The purpose of the study: to study the features of the formation of the syllabic structure of a word in preschoolers with general underdevelopment of speech.

1. To characterize the features of the formation of the syllabic structure of a word in preschool children;

2. Consider the specifics of violations of the syllabic structure of a word in preschool children with general underdevelopment of speech;

3. To identify violations and carry out corrective and speech therapy work on the formation of the syllabic structure of the word in preschool children with general underdevelopment of speech;

4. To develop individual corrective exercises for the formation of the syllabic structure of a word in preschool children in children with general underdevelopment of speech.

Research hypothesis: speech therapy work on the formation of the syllabic structure of a word will be effective if specially designed corrective exercises are used in the work.

Research methods:

* theoretical: the study of scientific and methodological literature on the research topic.

* empirical: observation, experiment.

Theoretical significance of the study: it consists in clarifying and expanding scientific ideas about the nature and originality of the formation of the syllabic structure of a word in children with ONR.

Practical significance of the study: determined by the results scientific results research that can complement the theory and methodology of the formation of the syllabic structure of a word in children with OHP.

Experimental base of the study: the study was conducted on the basis of MBDOU Kindergarten of combined type No. 30, Sergiev Posad, Moscow region.

The structure of the thesis: The work with a total volume of 65 pages, consists of: introduction, two chapters, conclusion, list of references (41 sources), and applications.

CHAPTER 1

1.1 Linguistic and psycholinguistic aspects of the study syllable and syllable composition in children with ONR

To date, linguistic studies confirm that syllable formation is one of the most complex and urgent problems of general phonetics.

AT linguistic dictionary a syllable is defined as a phonetic-phonological unit that occupies an intermediate position between sound and speech tact. A.A. Leontiev (1956) defines a syllable as the minimum segment of a flow of speech that can be spoken in an isolated position: "A syllable is a particularly elusive unit, a psycholinguistic unit, has many correlates, as in locale, and outside it, at different levels of the physiological activity of the organism. .

A.L. Trakhterov (1956) argues that syllables are more complex phonetic formations, have a different composition, but common physical and acoustic properties. Physical properties of syllable selection, according to A.L. Trakhterov, should be embedded in it, regardless of impact, as they provide linguistic feature syllable. To material resources highlighting the syllable A.L. Trakhterova relates all the physical properties of sound: strength, height, longitude, timbre. In the aggregate of their accent peaks, syllables are the shortest links in the rhythmic organization of speech, the resulting melodic pattern of the syllable is phonetic design syntagmas and sentences. The main linguistic function of the syllable, according to the author, is to be the shortest link in the accent-tonic structure of speech.

According to the generally accepted opinion, it is believed that the constituent elements of the syllable are monolithic. Monolithicity is, according to the definition of A.L. Trakhterov - unity homogeneous element and the greatest confluence of elements among themselves. Psychological, linguistic, psycholinguistic studies confirm that they are related to the processes of perception, recognition and pronunciation of syllables and words of varying structural complexity. The most basic data for us are data related to the study of the mechanisms of the child's speech activity.

Analysis of N.I. Zhinkina (1958), L.R. Zinder (1958), I.A. Zimnyaya (1973) and other specialists confirm that in the perceptual gnostic activity of a person, the principle of anticipatory reflection manifests itself in the most complex form - probabilistic forecasting (in the course of speech perception), and in the praxic sphere - in anticipatory synthesis (in the course of speech production) . It is known that anticipatory synthesis, as a mechanism that works in the course of speech production, affects all speech formations - syllables, words, phrases, as well as the method of their connection. In this regard, forecasting, anticipation, anticipation further action represents that psychological feature, which determines the generality of the processes of perception and speech pronunciation.

Research works of I.A. Winter (1958, 2001) showed that the evaluation of the input speech signal is a multifaceted function. The process of perception from the side of the nature of the processing of the speech message can be represented as a priori-a posteriori, parallel-sequential, continuous-discrete and current-delayed. Perception and pronunciation of words different structure is defined as the process of creating a spatial schema in parallel with its temporal analysis.

Having studied this question in the literature on psychology, psycholinguistics, linguistics, it can be concluded that for the correct perception and pronunciation of speech, a number of mechanisms are necessary: probabilistic forecasting and proactive synthesis, identification and generalization, linear segment-by-segment analysis of language units, control of their linguistic correctness.

The available information in the field of linguistics proves that the syllabic arrangement in the process of speech reproduction is not random, it depends on the canons of euphony. The laws of euphony are implemented at the level of linguistic possibility, including its phonoprosody element. The phonoprosodic element is a component of the language ability and has its own structure. Harmony, rhythm and mode, most likely, act as its background components, duration and proportionality are considered prosodic components. All considered components of the phonoprosody link take part in the product of the syllabic structure of the word.

Some studies note that speech pronunciation is the implementation of a language program, which means that the transition from language rule directly to action is based on a certain structure of norms characteristic of a given language. similarity psychological properties the production and understanding of speech is considered as one of the manifestations of the polymorphism of their connection with each other in the course of verbal communication, which suggests that the production and perception of speech is one of the manifestations of a single linguistic ability.

General speech underdevelopment (OHP) is a systemic disorder in the development of all components of the speech apparatus (sound structure, phonemic processes, vocabulary, grammatical structure, semantic side of speech) in children with normal hearing and initially intact intelligence.

One of the components of the general underdevelopment of speech is a defect in the syllabic structure of the word. Consideration of the syllabic structure of the word, the reasons for its occurrence and the formation of exercises aimed at its correction were carried out by specialists: Markova A.K., Babina G.V., Sharipova N.Yu., Agranovich Z.E., Bolshakova S.E. and others.

With defects in the syllabic structure of a word in speech, the child has noticeable deviations in the pronunciation of individual words. Violations may have different character syllabic disturbances.

Frequent errors associated with the rearrangement or addition of syllables indicate a primary underdevelopment of auditory perception. Errors associated with a reduction in the number of syllables, the similarity of various syllables, a decrease in confluence of consonants mean a violation of the articulatory sphere.

An important role for the correct reproduction of the syllabic composition of a word is played by the level of familiarity with the word. Words that the child does not know well enough are more likely to be misspelled than well-known words.

Defects in the syllabic structure of a word may remain in the speech of preschool children with speech disorders somewhat longer than defects in the reproduction of individual sounds.

Timely mastery of normal speech pronunciation and the construction of sentences plays an important role in the development of a full-fledged personality of the child, and the assimilation of the syllabic structure of the word is one of the prerequisites for mastering writing and reading, as well as subsequent successful schooling.

1.2 Psychological, psychophysiological and neuropsychological foundations of the study of the prerequisites for mastering the syllabic structure of a word in children with ONR

An important role for the perception and pronunciation of lexical units of syllabic complexity is played by such processes as optical-spatial orientation, the possibility of tempo-rhythmic organization of serial movements and actions.

The study of the spatial factor as one of the reasons for the correct formation of the syllabic structure of a word has been proven by studies in the field of psycholinguistics, philosophy, psychology, neuropsychology and other areas.

Rhythm is a special method of organizing the space-time continuum of matter. varying degrees, which reveals itself in its certain manifestation and is considered a universal cosmic category. There are also studies confirming that for the proper functioning of the entire human psyche, it is important to constantly feel a distributed pulsation that accumulates in time and space from various segments of speech. This relationship is the basis for the intuitive choice of any rhythm of oral pronunciation.

The scarcity of spatial representations, manifested to varying degrees, can be observed in any speech development - both normal and pathological. Such features are the cause of the linearity of the construction and violate the staging of the passage of any sensory and motor program. The lack of spatial representations affects the perception and pronunciation of sequences of word elements.

According to modern research in the field of neuropsychology, it is known that spatial representations are the basis on which the entire general system of higher mental processes in a child is built - writing, reading, counting, and more. special meaning The spatial factor in the pronunciation of speech has the ability to understand the simultaneous schemes and in their subsequent restructuring into a normative sequence of segments.

As another reason for the formation of the syllabic structure of a word, we study the complex parameters of movements and actions, the possibilities of organizing serial-sequential activity. Any higher mental function has the most complex conscious form mental activity and has certain properties. Based on the Russian neuropsychological tradition, two aspects of dynamic activity are considered: regulatory and energy.

Regulatory processes include the processes that determine programming, the implementation of a phased scheme of actions in accordance with the existing program, and control over the results obtained. Energy includes processes that have an effect on the energy or activation part of mental activity, which is determined by speed, duration, uniformity, productivity.

motor function verbal stimulus can perform actions in the presence of a coordinated serial sequence of articulatory acts. “For the reproduction of words, a sufficiently well-established serial organization of successive articulations is necessary with the correct denervation of previous movements and smooth switching to subsequent ones ... with a plastic change in the articulation of any sound.”

K.V. Tarasova (1976, 1989) notes that the sensorimotor substance, otherwise defined as the "sense of rhythm", develops gradually in ontogenesis. First, there is the ability to perceive-reproduce the pace of following sound signals(at the age of 2-3 years). Further, the ability to perceive and reproduce the ratio of accented and unaccented sounds is formed (at the age of 4 years). Lastly, the ability to perceive and reproduce a rhythmic pattern is formed (by the end of the 4th year - the beginning of the 5th year).

The analysis of the available results of the performance of tasks by children with speech disorders provides an opportunity to identify the distinctive features of the state of optical-spatial orientation, the abilities of the serial organization of movements and actions by children of this category: the lack of the ability to correctly build and long-term retention of motor series; incorrect pronunciation of rhythmic patterns of any level of complexity; the presence of distinctive features of a serially organized activity; manifested lack of formation of spatial representations; spatial disorientation; arrhythmia, randomness, aimlessness of the actions carried out; inability to maintain a sequence of serial actions and a plan of spatially oriented activities.

1.3 Features of the formation of the syllabic structure of a word in preschool children

The principle of development is the basis for the formation and development of children's speech, in accordance with which there is a general dependence of speech ontogenesis in normal and abnormal development (L. S. Vygotsky). In this regard, when studying the process of development of the syllabic structure of a word in children with speech disorders, it is important to be based on its laws. Therefore, the definition of the problem of the formation of the syllabic structure of a word in preschoolers with a general lag in speech development involves the study of normal ontogenesis.

The definition of the concept of "syllabic structure of the word" by various scientists has its own characteristics. Many experts divide the term "sound-syllabic structure of a word" into two terms "sound structure of a word" and "syllabic structure of a word". This opinion is shared by I.A. Sikorskaya, who divides children into "sound" and "syllabic". N.Kh. also joined this opinion. Shvachkin, A.N. Gvozdev and other specialists. But in the studies of N.I. Zhinkin, the unity of sound and syllabic structures is affirmed.

From one point of view, not a single sound of speech can be reproduced outside the syllable, and without it, not a single language unit can be formed. Also, sounds, synthesizing in a syllabic composition, form both the recognition of words and facilitate the connection of the syllables themselves through fusion. The existing direct connection and interpenetration of the sound and syllabic composition of the word is also visible in the first fundamental analysis of the process of formation of the syllabic structure of the word, carried out by A.K. Markova.

Based on this, we can conclude that in the studies of experienced Russian specialists, there is a tendency from the separate use of the concepts of "sound structure of the word" and "syllabic structure of the word" to the generalized term "sound-syllabic structure of the word", which is one of the most significant criteria, affecting the correct phonetic development. To date, the sound-syllabic structure of a word is defined as a characteristic of a word in terms of the number, sequence and types of its constituent sounds and syllables. This means that the study of the process of assimilation of the sound-syllabic structure of a word must be studied in two directions: the mastery of sound pronunciation and the rhythmic-syllabic structure of a word.

Even in a newborn child, vowel-like sounds are heard in a cry, with a pronounced nasal tinge. The child can also make sounds that are similar to consonants (g, k, n). But such sounds are of a reflex nature and are not taken into account by specialists studying children's speech (T.V. Bazzina). The precursors of phonemes appear at the stage of cooing. Initially on this stage vocal-like sounds of the mid-back row of a non-upper rise appear, along with consonant overtones, that is, a certain averageness of vocal elements is noticeable (N. I. Lepskaya).

Among the first sounds in most“intermediate” sounds appear, gravitating towards both the consonant and the vocals: [w], [j]. Of the concordant-like sounds, semi-voiced, palatalized with characteristic nasalization of the posterior-lingual-uvular sounds are noted, which eventually give way to the posterior-lingual-velar type.

Front-lingual sounds at the first stage of cooing, as a rule, are not observed (V.I. Beltyukov, E.N. Vinarskaya, N.I. Lepskaya, S.M. Nosikov, A.D. Salakhova). This confirms that during the humming period, two types of sounds are distinguished - vocals and consonants. A child at this age pronounces the sounds of all the languages of the world. In the process of babbling, significant changes occur in the vocal elements present in the child. In the future, vowel-like sounds are freed from noise components, their differentiation proceeds through a change in the row (a -\u003e a), rise (a - "g), labialization (a -" b). And at the age when babbling stops, vocal elements are replaced by vowel sounds, and the first opposition arises in the child: vowel - consonant. Consistent-like sounds also receive subsequent development, which lose their nasalized overtone already at the first stage of babbling. There is a differentiation of sounds according to the type of nasal - oral ([t] - [p]). In addition to stop sounds, gap sounds arise, after which the child begins to reproduce the sounds of a different place of formation, pronouncing them in the most contrasting syllables (V. I. Beltyukov, A. D. Salakhova, O. N. Usanova and others). At this stage, the formation of articulatory oppositions takes place according to the signs of slotted - closed, deaf - voiced and for the period of the end of babble - hard - soft. The sounds of babble eventually acquire acoustic-articulatory certainty and become close to the phonetic structure of the native language. At the stage of mastering speech, the development of sound pronunciation occurs.

Scientists-researchers V.I. Beltyukov and A.D. Salakhova proved that existing sequence The occurrence of sounds is the same in babble and in verbal speech. After two years, words begin to accumulate, which leads to the need to distinguish them in the course of communication. In this regard, the sounds in speech acquire a functional significance associated with the consistent mastery of the methods of opposition used in the phonetic system of the language. First of all, solid labial [m], [b], [p], dental-lingual [v] and back-lingual sounds [k], [g] appear. From soft sounds, the middle language [j] first arises. Later, a trend occurs: at first, children speak soft variants of phonemes of sounds, then hard ones. In this case, explosive sounds appear earlier than fricatives. Of the fricative sounds, the sounds of the lower rise are first noted - whistling, after the upper one - hissing. And the very last ones that children begin to reproduce are occlusive-slit and trembling articulation (V.I. Beltyukov).

The formation of sound pronunciation is normally completed by 4-5 years. Mastering the rhythmic-syllabic structure of the word. The beginning of mastering the syllabic structure of a word is the age at the end of the cooing stage, when a stable syllable is established in the child. At the stage of babbling, the child tends to reduplication of homogeneous syllables, which provokes the development of a babbling chain. The duration of this chain is 7-8 months. (the heyday of babbling) is from 3 to 5 syllables.

An inherent feature of the organization of babble chains is the openness of the syllable:. Babble chains are formed by repeating many times syllables that are homogeneous in sound composition and structure. Gradually, these chains increase in length and variety, and a “dissimilarity” of syllables is formed.

According to S. M. Nosikov’s research, “the last syllable-like element from the end is most often dissimilar ... if the structure of syllable-like elements is dissimilar, then the same consonant-like ones are most noticeable in them than vowel-like ones” . At the age of one year, the number of babbling segments decreases to two or three, which is the average number of syllables in Russian speech. Babble chains have the character of "holistic pseudo-words".

At the age when the child begins to master speech, he initially pronounces a word consisting of 1 syllable (bo - it hurts). In the future, he can speak the first two-syllable words, consisting of the repetition of the same syllable (bobo - it hurts).

Approximately by a year and three months, the complication of reproduced words occurs, that is, the appearance of words consisting of two different syllables is observed. A.K. Markova identified two directions of complication of the reproduced word - this is the transition from one compound words to polysyllabic and the transition from words with the same syllables to words with several different syllables.

At the age when the child masters the syntactic side of speech, further development syllabic structure of the word. A.K. Markova revealed the connection between the resolution of a sentence and the formation of a syllabic structure. The child begins to speak sentences consisting of three or more syllables earlier than three-syllable words. The occurrence of sentences of four or more syllables is observed earlier than the appearance of four-syllable words. Before that, polysyllabic words are reduced. The process of mastering the syllabic structure of a sentence occurs quite intensively at the age of 2-2.5 years; after 2.5 years, a decrease in the syllabic composition is observed quite rarely. But, despite this, according to the studies of A.K. Markova, not all polysyllabic words go through the stage of abbreviated pronunciation. Some words that appear in any period of speech development, the child is able to immediately pronounce correctly. All this indicates "a high degree of generalization of the motor and auditory abilities of the child with the correct development of speech and the rapid use of the acquired skills from one word to another" . The emergence of this type of generalization suggests that the sound side of speech becomes the subject of the child's consciousness, and that active cognitive activity is inherent trait for the formation of the syllabic structure of the word.

As practice shows, before the child begins to pronounce the words correctly, he carries out a rather complex and long haul improve your pronunciation. A.K. Markova emphasizes that after the emergence of a new word, after certain interval time (up to several months), the child returns to it many times, reproduces, sometimes closer, sometimes further from correct pronunciation. The word reproduced for the first time is the beginning of the search for the correct, more or less correct pronunciation, which will later be included in vocabulary child. Therefore, there is a relationship that, as a result of mastering the syllabic structure of a word, a child has various inaccuracies, without which there cannot be a correct development of speech. These errors were studied by specialists in children's speech in order to determine the patterns of mastering the syllabic structure, the mechanism and causes of their violations.

Many experts (A.N. Gvozdev, R.E. Levina, A.K. Markova, N.Kh. Shvachkin and many others) determine such temporary violations of the syllabic structure of a word in children with normal speech: omissions of syllables and sounds in a word, incorrect addition of the number of syllables, errors in the reduction of consonant groups, similarity of sounds and syllables, changing the places of sounds and syllables in a word. The most frequent violation of the syllabic structure of a word is the omission of sounds and syllables in the word ("elisions"). A.N. Gvozdev associated the emergence of elision with the significant power of syllables. When reproducing words, the stressed syllable is mainly preserved. N.Kh. Shvachkin considered the determining cause of elision in the specificity of the child to perceive the speech of an adult in a certain rhythmic structure. N.I. Zhinkin explained such a violation by the fact that the pharynx does not have time to carry out syllabic modulations or performs them weakly. G.M. Lyamina considered the cause of elision to be the inability to adapt the movements of the organs of the speech-motor mechanism to audible samples. Experts note that this violation is normally a temporary fact and is eliminated by the time of primary school age.

In studies, there is a description of errors in adding the number of syllables. studying this species violations, N.Kh. Shvachkin concluded that "too much increase in the energy of the explosion when consonants are connected" is the reason for the formation of a "rudimentary syllable", prolonging the bow with a vowel sound. A.K. Markova, investigating errors in the lengthening of the syllabic structure, determined that this type of violation is due to the child's focus on the sound side of the word. “Sound-by-sound” reproduction of the consonant confluence causes its “unfolding”: deniki (money), uncles (woodpeckers) and prepares a continuous reproduction of the consonant confluence.

The reduction of consonant clusters is related to their place in the word. Most often, consonant groups are reduced in the middle of a word. A.K. Markova noted such a feature by the fact that during reproduction it is possible to distribute the confluence between two adjacent syllables (reblog - camel). Difficulties in reproducing consonant clusters are due to their strong phonetic diversity. A decrease in consonant groups is, to a certain extent, characteristic of children at all stages of speech development.

In a child with normal speech development at the age of 2-3 years, assimilation of syllables and sounds (assimilation) is quite often observed. This phenomenon is explained by the discrepancy between the formation of the vocabulary and the limited number of learned sounds.

The similarity of syllables is one of the most simple methods filling in the syllable outline. Children of the “syllabic” type of development (according to I.A. Sikorsky) liken syllables, since they focus all their attention on the reproduction of the syllabic contour, filling it with possible sounds, and then assimilate it by pronunciation sound composition the words. S.N. Zeitlin wrote about the distant assimilation (similarity) of sounds, which consists in the influence of one sound on another. At the same time, there is a partial or complete likening of one sound to another within the word (Nadya - nanny, Pasha - dad). Based on this, in the course of the formation of the syllabic structure of the word, the child goes through a rather long and difficult path of development.

With the development of speech therapy and the new acquired practice, physiology and psychology of speech, it became obvious that with disorders of the articular interpretation of audible sound, its perception may also decrease to one degree or another. In children with ONR, there is an incomplete development of articulation and perception of sounds that have subtle acoustic-articulatory features. The state of phonemic development of children has significant influence to master sound analysis.

The correctness of sound reproduction is expressed in different ways. For example, voiced ones are replaced by deaf, r and l sounds l, and iot, s and sh sound f, etc., some children replace the entire group of whistling and hissing sounds, in other words, fricative sounds, with the most accessible plosive sounds in terms of articulation, etc. .

In some cases, the process of sound differentiation has not yet taken place, and the child initially reproduces an average, indistinct sound, for example: a soft sound sh, instead of sh, s - s, instead of h - t, etc.

The most common form of violation is the incorrect reproduction of sounds, in which a certain similarity of sound with the normative sound is preserved. Basically, the perception of hearing and differentiation with close sounds is not disturbed.

This violation, as the absence of sound or replacement by articulation close ones, creates conditions for mixing the corresponding phonemes and complications in acquiring literacy.

When mixing close sounds, the child develops articulation, but the process of phoneme formation has not yet been completed. In these situations, it is difficult to distinguish between close sounds from several phonemic groups, similar letters are displaced.

The following violations of the syllabic structure of the word are distinguished:

Incorrect discrimination and difficulty in assessing only sounds that are disturbed in pronunciation. The rest of the sound composition of the word and the syllabic structure is assessed correctly. This is the simplest degree of violations.

Incorrect discrimination of a large number of sounds from several phonetic groups with their well-formed articulation in oral speech. In such a situation, sound analysis has more significant violations.

The child "does not hear" the sounds in the word, is not able to distinguish the relationship between the sound elements, cannot single them out from the composition of the word and indicate the sequence.

Based on the foregoing, we can conclude that violations of sound pronunciation can be reduced to such manifestations:

Replacing sounds with lighter articulation;

The presence of diffuse articulation of sounds, replacing a whole group of sounds;

Unsustainable use of sounds in different forms speech;

Incorrect reproduction of one or more sounds.

Errors in pronunciation must be analyzed in accordance with their significance for verbal communication. Some of them cover only the formation of shades of phonemes and do not contribute to the violation semantic meaning sentences, and some entail mixing phonemes, their similarity. Especially the last manifestations are considered the most significant, as they violate the meaning of the sentences.

With a large number of defective sounds, there is mainly a violation of the pronunciation of polysyllabic words with a confluence of consonants (kachikha instead of weaver).

A low level of phonemic perception is more clearly manifested in the following:

Indistinct distinction by ear of phonemes in one's speech and the speech of others (primarily deaf - voiced, whistling - hissing, hard - soft, and so on);

Lack of readiness for simple forms sound analysis and synthesis, difficulties in the analysis of the sound composition of speech.

In children, there is a certain relationship between the level of phonemic perception and the number of available defective sounds, which means that the more unformed sounds there are, the less phonemic perception. But there is not always an exact correspondence between pronunciation and perception of sounds.

For example, a child may incorrectly reproduce 2-4 sounds, and by ear is not able to distinguish more, while from different groups.

In children lagging behind in speech development, there is a general blurring of speech, "compressed" articulation, not bright expressiveness and clarity of speech. Often there is instability of attention, distractibility. Such children remember words much more slowly than children with normal speech development. In addition, they perform tasks, making more mistakes associated with active speech activity. The help of a speech therapist for such children is provided in special kindergartens, in a polyclinic, and for children of primary school age - at speech therapy stations.

Studies of children with speech development disorders have shown that children have various manifestations of this disorder. Such violations can be classified into three main groups.

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Children of the first group show signs of only a general underdevelopment of speech, without other deviations. This is the most mild form general underdevelopment of speech. These children do not have lesions of the central nervous system.

Outwardly, such children may have specific features of general emotional-volitional immaturity, poor regulation of voluntary activity.

Despite the absence of obvious neuropsychiatric disorders in preschool children, such children need speech therapy correctional work, and subsequently - in special learning conditions. As practice shows, sending children with mild speech disorders to a regular school can lead to the appearance of repeated neurotic and neurosis-like disorders.

In children of the second group, the lag in the development of speech proceeds along with a number of neurological and psychopathological syndromes. It's over complex shape general underdevelopment of speech of cerebral-organic origin, which may be accompanied by a dysontogenetic encephalopathic symptom complex of disorders.

A more detailed neurological examination of children of the second group reveals noticeable neurological symptoms, confirming both a delay in the maturation of the central nervous system and slight damage to individual brain structures. Examination of such children determines the presence of violations in them. cognitive activity, the cause of which is both the speech defect itself and low working capacity.

In children of the third group, a rather strong speech lag is observed, which is defined as motor alalia. In such children, lesions (or underdevelopment) of the cortical speech zones brain and especially Broca's area. With motor alalia, severe dysontogenetic-encephalopathic disorders can be observed. The characteristic features of motor alalia are the following: a clear underdevelopment of speech in general - phonemic, lexical, syntactic, morphological, all forms of speech activity and all types of oral and written speech.

Motor alalia is more sustainable speech underdevelopment, noted in cases where there is a lesion or underdevelopment of the speech areas of the cerebral cortex. In children of this group, there is a later (after 2.5-3 years) the onset of speech, the slow appearance of new words, the use of mainly facial expressions and gestures in speech. At the age of 6, Alaliki children have a clear lack of language resources. With the relative preservation of the understanding of everyday vocabulary, they can hardly name many objects and phenomena, primarily those that do not have a specific visual representation (generalizations, abstract concepts, nuances of the meaning of a word, and others).

For children with motor alalia, a persistent gross violation of the syllabic structure and sound filling of words is also inherent. If in the worked out, learned words of 4-5 sounds there may be no errors, then new, even the most simple words are pronounced with distortion.

Such children have significant difficulties in phrasal and coherent speech, coarse and persistent agrammatisms, learning to read and write occurs with great difficulty.

In terms of pronunciation, Alaliki children with impaired motor skills quickly master non-verbal articulations, but they are not able to use such abilities when reproducing words. Automation of the correct pronunciation of words, as well as the differentiation of set sounds in children of this group, proceeds over a relatively long period of time.

A more detailed study of children with OHP showed the extreme heterogeneity of the group under consideration in terms of the severity of the speech defect, which made it possible for R. E. Levina to establish three levels of speech development of these children.

The first level, described in the literature as "absence of common speech". Often, when characterizing the speech abilities of children of the first level, the name “speechless children” is encountered, which should not be literally understood, since a speechless child in independent communication applies whole line verbal means. These can be individual sounds and some of their combinations - sound complexes and onomatopoeia, scraps of babbling words ("sina" - machine). The speech of such children may include diffuse words that have no analogues in their native language (“kia” - jacket, sweater). A distinctive feature of children of the first level of speech development is the ability to use the multi-purpose means of language available to them: these onomatopoeia and words can denote both the names of objects, and any of their signs and actions performed with them (“bika”, pronounced with different intonation, means "car", "rides", "beeps").

These facts speak of not enough words available in the vocabulary, because of this, the child is forced to resort to the active use of non-linguistic means - gestures, facial expressions, intonation.

At the same time, there is a clearly expressed lack in the development of the impressive side of speech. It is difficult to understand both simple prepositions and grammatical categories of the singular and plural, male and female, past and present tenses of verbs and the like. Thus, the development of children's speech at the first level lags noticeably behind, and is almost incomprehensible to others, while it has a rigid situational attachment.

Children belonging to the second level of speech development are characterized as "The beginnings of common speech." A feature of such children is the appearance in the speech of children of two or three, and in some cases even a four-word phrase. By combining words in a phrase and a phrase, the same child can both correctly apply the methods of coordination and control, and pronounce them incorrectly.

Such children often pronounce simple prepositions and their babbling variants. In some cases, skipping a preposition in a sentence, the child incorrectly changes the members of the sentence according to grammatical categories: “Asik yazi tai” - “The ball is on the table”.

In contrast to the first level, children in the second group have a noticeable increase in the number of words in their vocabulary, including the improvement in the quality of words. But at the same time, the lack of word-formation operations is the cause of numerous errors in speech and understanding of prefixed verbs, relative and possessive adjectives, nouns with the meaning of the acting person. Difficulties are noted in the formation of generalizing and abstract concepts, a system of synonyms and antonyms.

The speech of children in this group in most cases is poorly understood by others due to a gross violation of sound pronunciation and the syllabic structure of words.

The third level of speech development is determined by extended phrasal speech with slight underdevelopment of vocabulary, grammar and phonetics. Typical for such children is the use of simple common, as well as some types of complex sentences. In this case, their structure may be violated. The ability of children to use prepositional constructions has increased with the inclusion in some cases of simple prepositions.

AT independent speech the number of errors associated with changing words in the grammatical categories of gender, number, case, person, tense, and more has decreased. But at the same time, specially directed tasks make it possible to identify difficulties in the use of neuter nouns, verbs of the future tense, in agreeing nouns with adjectives and numerals in indirect cases.

It will also be clearly insufficient to understand and use complex prepositions, which are either completely omitted or replaced by simple ones.

A child with OHP level 3 understands and can independently form new words according to some of the most common word-formation patterns. However, the child often has difficulty in right choice producing basis ("the person who builds houses" - "homemaker"), uses inadequate affixal elements (instead of "washer" - "moychik"; instead of "fox" - "fox"). Typical for given level is an inaccurate understanding and use of generalizing concepts, words with an abstract and abstract meaning, as well as words with a figurative meaning.

Vocabulary may seem sufficient within the framework of everyday everyday situation, however, a detailed examination may reveal that children do not know such parts of the body as the elbow, bridge of the nose, nostrils, eyelids. Detailed analysis speech capabilities of children allows you to determine the difficulties in reproducing words and phrases of a complex syllabic structure.

Along with a noticeable improvement in sound pronunciation, there is insufficient differentiation of sounds by ear: children have difficulty completing tasks for isolating the first and last sound in a word, picking up pictures whose names contain a given sound. Thus, in a child with the third level of speech development, the sound operations of syllabic analysis and synthesis turn out to be insufficiently formed, and this, in turn, will serve as an obstacle to mastering reading and writing.

Samples of coherent speech indicate a violation of the logical-temporal connections in the narrative: children can rearrange parts of the story, skip important elements of the plot and impoverish its content.

To prevent severe forms of general underdevelopment of speech in preschool age, early diagnosis of speech development disorders in children and timely medical and pedagogical assistance provided to them are of great importance. The risk group includes children of the first two years of life who have a predisposition to the appearance of speech development disorders, and therefore they need special speech therapy, and often medical treatment. The timely identification of such children and the implementation of appropriate corrective measures can greatly accelerate the course of their speech and development. mental development.

If we compare the ways of acquiring the native language by children, reported by researchers of normal children's speech, with the ways of the formation of children's speech in violation of its development, then it is impossible not to notice a certain similarity in them: no matter what form of speech pathology is inherent in the child, he will not bypass in his development those three main periods, which are highlighted by Alexander Nikolaevich Gvozdev in his unique study "Issues of the study of children's speech".

For example, the first level of speech development, which in speech therapy is characterized as “the absence of commonly used verbal means of communication”, easily correlates with the first period, called by A.N. Gvozdev “One-word sentence. A sentence of two words - roots.

The second level of abnormal development of speech, which is described in speech therapy as “the beginnings of phrasal speech”, corresponds to the period of the norm “Assimilation of the grammatical structure of a sentence”.

The third level of abnormal speech development, which is characterized as "everyday phrasal speech with problems of the lexico-grammatical and phonetic structure", is a kind of variant of the period of assimilation by the child morphological system language.

Of course, no periodization can reflect the complexity of the dialectical interpenetration of the stages of development and coexistence in each subsequent stage of the qualities of the previous one. “For all the conventionality, periodization is needed, both to take into account the changing qualities of the psyche in ontogenesis, to develop differentiated methods of educating and enriching the child with knowledge of an adequate level, and to create a system of prevention ...” .

As in the norm, so in pathology, the development of children's speech is a complex and diverse process. Children do not immediately and suddenly master the lexical and grammatical structure, the syllabic structure of words, sound pronunciation, inflection, etc. Some language groups are assimilated earlier, others much later. Therefore, at various stages in the development of children's speech, some elements of the language are already mastered, while others are not yet mastered or are mastered only partially. Hence such a variety of violations of conversational norms by children.

Up to a certain point, children's speech is replete with inaccuracies that testify to the original, unimitated use of such building material language as morphological elements. Gradually mixed elements of words are distinguished by types of declension, conjugation and other grammatical categories, and single, rarely occurring forms begin to be used constantly. Gradually, the free use of morphological elements of words is on the wane and the use of word forms becomes stable, i.e. their lexicalization is carried out.

The sequence with which both categories of children master the types of sentences, the ways of connecting words within them, the syllabic structure of words, proceeds in line with general patterns and interdependence, which makes it possible to characterize the process of the formation of children's speech both in the norm and in conditions of violation as a systemic process.

If we compare the process of assimilation of phonetics by both categories of children, then one cannot fail to notice general patterns in it, which consist in the fact that the assimilation of sound pronunciation follows the path of an increasingly complex and differentiating work of the articulatory apparatus. The assimilation of phonetics is closely connected with the general progressive course of the formation of the lexical and grammatical structure of the native language.

The time of the appearance of the first words in children with speech development disorders does not differ sharply from the norm. However, the length of time children continue to use single words, without combining them into a two-word amorphous sentence, are purely individual. Complete absence phrasal speech can take place at the age of 2-3 years, and at 4-6 years. Regardless of whether the child began to pronounce the first words in their entirety or only certain parts of them; it is necessary to distinguish between "speechless" children according to the levels of understanding or someone else's speech. In some children, the level of speech understanding (i.e., impressive speech) includes a fairly large vocabulary and a fairly subtle understanding of the meanings of words. Parents usually say about such a child that “he understands everything, he just doesn’t speak.” However, a speech therapy examination will always reveal the shortcomings of their impressive speech.

Other children find it difficult to orient themselves in the verbal material addressed to them.

A striking feature of speech dysontogenesis is the persistent and long-term absence of speech imitation words new to the child. In this case, the child repeats only the words originally acquired by him, but stubbornly refuses words that are not in his active vocabulary.

The first words of abnormal baby speech can be classified as follows:

* correctly pronounced: mom, dad, give, no, etc.;

* fragment words, i.e. such. In which only parts of the word are preserved, for example: “mako” (milk), “deka” (girl), “yabi” (apple), “sima” (car), etc .;

* words-onomatopoeia with which the child denotes objects, actions, situations: “bee-bee” (car), “meow” (cat), “mu” (cow), “bang” (fell), etc .;

Two-syllable words from open syllables

(1st type of syllabic structure.)

1. 1. Exercise "find out who it is?" Target:

Learn to clearly pronounce two-syllable words with repeated syllables.

To teach one-word answers to the questions posed based on plot pictures.

Develop auditory attention and memory.

Equipment: plot pictures.

The course of the game exercise.

The speech therapist lays out 5 plot pictures in front of the child, while pronouncing sentences to them:

Mom bathes Vova.

Dad is playing with his son.

Uncle goes home.

In the yard there is a woman made of snow.

The nanny walks with the children.

And then he asks the child to answer the questions:

Speech therapist: Child:

Who bathes Vova? Mother.

Who is playing with your son? Dad.

Who is standing in the yard? Woman.

Who walks with children? Nanny.

Who is going home? Uncle.

1.2. Exercise "the end of the word is yours." Target:

Learn to pronounce words of the syllabic structure of the 1st type.

Exercise in the simplest syllabic synthesis.

Activate and expand vocabulary.

Equipment: ball.

The course of the game exercise.

The speech therapist, throwing the ball to the child, pronounces the first syllable. The child, returning the ball, says the second syllable, then calls the word in full.

Speech therapist: Child: Speech therapist: Child:

But note ba bath

wah wat nya babysitter

Yes date dy melon

Ha TA hut To NYA Tonya

My mint And Anya

Bi bita Wa Vanya

Fa Fata Ta Tanya

Ka Katya and go

Pe tya Petya boo DE wake up

Ve Vitya ve lead

Mi Mitya ho go

(The lexical material of this exercise can be divided into two lessons. The meaning of words unfamiliar to the child needs to be clarified).

, teacher-speech therapist, Tosno, Leningrad region.

In order for the work on the syllabic structure of the word to be most successful, I propose to start with the development of spatial, dynamic and rhythmic factors of mental activity.

Exercises for the development of optical-spatial orientation:

Exercise 1. The child sits on a chair, eyes open or closed.

An adult rings a bell, holds it in front of the child, behind him, above and below the chair, to the right and left. It is necessary to correctly say where it rings (right, left, above, below, in front, behind).

Exercise 2. The child moves in space according to the verbal instruction of an adult (the Robot goes forward ...... stop. To the right .... stop. Down (under the table) .... stop).

Exercises for the development of somato-spatial orientation:

Exercise 3. The child independently shows: left little finger, right elbow, right sock, left wrist, left ear, etc.

Exercise 4. The child performs "cross" movements, showing: the left cheek with the right hand, the left side with the right hand, the right temple with the left hand, the left shoulder with the middle finger of the right hand, etc.

Exercise 5. An adult silently performs movements, the child must repeat with the same hand or foot, avoiding mirroring: right hand up, left foot to the side, right hand on the belt, etc.

Exercise 6. An adult asks the child to perform the named movements without showing a sample. Commands are taken from exercise 5.

Exercises for the development of orientation in two-dimensional space (on a sheet of paper):

Exercise 7. An adult offers the child the following tasks: "" Put a dot at the top of the sheet (down the stick), draw a cross on the right, draw a wave in the lower left corner (a straight line in the lower right corner), etc.

Exercise 8. From the point put on the sheet, without taking off his hand, the child should draw a line at the command of an adult: "We go to the right ... .. stop, up ... .. stop, left ... .. stop, up ... stop, etc. .""

Exercise 9. Graphic dictation. The child is invited to draw: a cross to the right of the stick, a dot to the left of the hook, an oval under a triangle, a square in a circle, etc.

Exercise 10. The child must continue the row.

…. “ …. “ …. “ ….

O! + Oh! + Oh! +

Exercise 11. The child is required to find an extra figure among similar ones, but inverted in space.

Exercises for the development of temporal-spatial orientation:

Exercise 12. Graphic dictation. For a graphic dictation, the following tasks are offered: "" Draw a house first, then a person, at the end a flower; first draw a leaf on the tree, then a hollow, at the end a nest, etc. ""

Exercise 13. The adult interrupts the child's actions and asks questions: "What did you do before? What are you doing now? What will you do next?"

Exercise 14. The exercise consists in laying out the child's pictures on the topics "Seasons", "Parts of the day". In conclusion, the adult and the child discuss the sequence of pictures.

Exercise 15. An adult and a child talk on the topic "" Yesterday - today - tomorrow "".

Exercise 16. Let's move on to working with speech material. An adult gives a child a task:

Listen to the words: poppy, soup, smoke. Count. Name the second word, the first, the third.
Listen to the sentences: The fire is burning. The bird is flying. Snowing. Count. Name the third sentence, the second, the first.

Exercises for the development of dynamic and rhythmic organization of movements:

Exercise 17 The exercise consists in repeated self-repetition of the action by the child after visual presentation of instructions by a speech therapist.

Articulation exercises: open your mouth, bare your teeth, puff out your cheeks; tongue behind the right cheek, lips with a tube; draw in your cheeks, click your tongue, blow, etc.

2. Hand exercises: thumb alternately touch the index, little finger, middle; put the hand on the table with a fist, edge, palm; "" fist on the table "" alternately show the thumb, little finger, forefinger etc.

After practicing these exercises, you can proceed directly to overcoming violations of the syllabic structure of words.

In speech therapy work with children, overcoming the shortcomings of sound pronunciation is often brought to the fore and the importance of developing the syllabic structure of a word is underestimated. Difficulties in pronouncing individual sounds, as well as focusing on overcoming them, lead to the fact that the sound, and not the syllable, becomes the unit of pronunciation. This to some extent contradicts the natural process of speech development. Therefore, determining the correct relationship between the development of sound pronunciation and mastery of the syllabic structure of a word is of particular importance. At the same time, one should take into account individual level speech development of each child and the type of speech pathology (polymorphic dyslalia, dysarthria, alalia, childhood aphasia, rhinolalia). In the work on the syllabic structure of the word, I assign special importance to ""inclusion in the work"" in addition to the speech analyzer also auditory, visual and tactile.

Vowel level

Accurate perception and clear articulation of vowel sounds ensure the correct transmission of the syllabic image of the word, and also prevent the substitution and rearrangement of syllables in the word. At the stage of mastering articulation gymnastics, children should be accustomed to a number of hand postures corresponding to vowel sounds (Fig. 2-7).

So, the traditional exercise "Window" (sound [a]) is accompanied by showing an open palm facing the child (Fig. 2).

The “Tube” pose (reminiscent of the articulation of the sound [y]) - the fingers are brought together “in a pinch”, but not closed, and extended towards the child (Fig. 3).

The "Proboscis" pose (lips as with the sound [o]) is similar, but the fingers are wider (Fig. 4).

Pose "Fence" (sound [and]) - palm in a fist with fingers to the child, thumb pressed, nails visible (association with teeth) (Fig. 5).

Additionally, poses for sounds [s] and [e] are introduced.

The position for the sound [s] is similar to [and], but the wrist is more advanced towards the child (association with the lower jaw extended forward) (Fig. 6).

The pose for the sound [e] is a rounded palm, as if squeezing a ball (Fig. 7).

The double sounds of the letters "e", "e", "yu", "ya", are also indicated manually, by two consecutive postures.

""e"" \u003d [j] + [e] - clenched fist with fingers towards the child, thumb to the side, nails visible [j] (Fig. 8) + sound posture [e] (Fig. 7)

""yo"" = [j] (Fig. 8) + sound posture [o] (Fig. 4);

""yu"" = [j] (Fig. 8) + posture of the sound [y] (Fig. 3);

""i"" = [j] (Fig. 8) + sound posture [a] (Fig. 2).

When performing poses, the forearm is located vertically or at a slight angle.

Such manual accompaniment during articulatory gymnastics shows the volume of the pose ("window"), emphasizes the contrast ("fence - tube", "tube - proboscis"").

Subsequently, when working on the syllabic structure of words, the alternation of vowel positions makes it easier for the child to switch from syllable to syllable, and prevents their omissions and substitutions.

Children are offered the following exercises:

Exercise 1. The child repeats pairs, triplets and more sounds from more contrasting to less contrasting:

accompanied by hand symbols;
without them;
without visual support.
Suggested syllables:

A - I - O

U - A - I

I - O - S

U - A - I - O

E - U - A - I, etc.

Exercise 2. Practice pitch, volume, voice power and pronunciation tempo. The child pronounces a series of vowels:

On one exhalation, while smoothly (or abruptly);

Loud (quieter, very quiet);

Alternating volume within one row;

Fast (or slow).

Exercise 3. To consolidate work on vowels, the child is invited to:

pronounce the sound as many times as there are dots on the die;
pronounce the sound as many times as the speech therapist clap his hands;
come up with as many sounds as there are stars drawn;
singing a series of sounds with clear articulation, repeating sounds after a speech therapist, reading letters, recording a series of letters (auditory and visual dictation): A U I O; AU IA OA; AUI IAU; AUA UAU; AUIA UIAO;
the same tasks with emphasis on percussive sound: BUT UA; BUT At Ah, AU BUT;
guess which vowel symbol is shown by a speech therapist or another child;
make a series of sounds and depict them with hand symbols;
recognition of a series of sounds by soundless articulation and pronouncing them with a voice;
repeat sounds in reverse order;

the speech therapist taps the rhythm, and the child must, in accordance with this rhythm, pronounce vowel sounds as follows: A - AA, AA -A, BUT AA, A BUT BUT

Syllable level

It is advisable to carry out these types of work at the stage of automation and differentiation of sounds worked out by a speech therapist. Tasks can be the following:

Compilation of all possible syllables from the proposed letters ("Who is more?");

Stringing rings on rods while pronouncing a chain of syllables (one syllable for each ring);
Finger exercise "Fingers say hello" (for each contact of the fingers with the thumb of the same hand, say one syllable);
Count how many syllables the speech therapist said (syllables are direct, reverse, with a confluence of consonants);
Name the stressed syllable in the chain of syllables heard;
Building up syllables ("Say one syllable more than me""): sa-so ....;
Reducing the number of syllables (""Say one syllable less than me""): sa-so-su-sy;
Tapping out syllable chains by touching the thumb and middle or thumb and forefinger of the leading hand, and the same syllables are tapped with the same finger: sa-so-so, so-sa-so;
Memorization and repetition of a chain of syllables: sa-so-so, so-sa-so, sa-so-so, sa-sa-so, so-so-sa;
Come up with a syllable for the scheme: SG, GS, SGS, SSG, GSS;
"" Say the opposite "" (ball game): sa-as, tsa - ast;
"Who is faster?": syllables are written in the table, the child must quickly find and read the syllable named by the speech therapist;
Writing syllables various types under dictation;
Recording chains of syllables of various lengths with emphasis on vowels or consonants, hard or soft consonants, voiced or voiceless consonants; performing a sound-syllabic analysis of a chain of syllables (depending on the correction task)

Word level

The order of working out words with different types of syllabic structure was proposed by E.S. Bolshakova in the manual "" Work of a speech therapist with preschoolers """. The author offers the following exercises:

Exercises to distinguish between long and short words:

Exercise 1. The child has chips, in front of him on the table is a long and short strip of paper. The speech therapist offers to listen to the word and determine whether it is long (sounds long) or short (sounds short). Having heard the word, the child puts the chip, respectively, under the long or short strip.

Exercise 2. Before the child is a set of pictures with monosyllabic and polysyllabic words. It is required to divide them into two groups.

Exercises for reflected scanned repetition of words of the studied type

Exercise3. Practicing the ability to pause between syllables. After the speech therapist calls the word, the child must repeat and tap it on the table conjugately (BU .... SY, NOT ... ..BO, LU ... ..DI).

Exercise 4. Sound analysis and synthesis.

Counting syllables.
Laying out strips, sticks according to the number of syllables.
Choosing the right word scheme.
Analysis of each syllable (counting and listing sounds).

This type of work is especially important when studying words with consonant clusters. This group of words requires special attention. The following order of development is proposed:

disyllabic words with a confluence in the middle of a word: first, words are given that begin with a vowel sound (game, points), then words that begin with a consonant (heel, nails), after that - words with two confluences of consonants (swallow, leaves);
confluence at the end of a word (bone, bridge);
confluence at the beginning of a word (elephant, table);
monosyllabic words with two confluences (pillar, tail);
polysyllabic words with confluences (library).

Exercise5. Isolated pronunciation of the words ""We go along the ladder"". The child should, repeating the word by syllable after the speech therapist, climb the steps of the toy ladder with his fingers. There is a stop at every step.

Exercise6. A variant of the game "" We go along the ladder "" Pronunciation of a series of two or three monosyllabic words from a closed syllable: SOUP - SMOKE, GUS - CAT, SHOWER - ELK - MOUSE.

Exercise 7. Repetition of rows of words similar in sound composition:

differing in vowel sounds: SUK - SOK
differing in consonant sounds: SUK - SUP
differing in consonant sound and place of stress: WATER - SODA.

Exercises for repetition with emphasis on the stressed syllable.

Exercise 8. Two pictures are laid out. Their name contains the same number of syllables, but differ in the position of the stressed syllable (Melon - WATER). The speech therapist silently slaps the words with accents on stressed syllables. The child guesses the conceived words.

Exercise 9

Exercises with permutation of syllables.

Exercise 10. Speech therapist pronounces a word consisting of two syllables. You need to swap them and name the resulting word (ZHI-LY - SKIING, KI-RA - CRABI).

Exercise 11. The speech therapist pronounces three syllables. Children must make a word out of them (KU-KI-BI - DICE, SA-GI-PO - BOOTS).

An exercise in normativity assessment.

Exercise 12. The speech therapist reads the words, the children raise a green flag if the word sounds correct, and a red flag if it is incorrect. The exercise is carried out based on pictures (PAVUK, VUTKA, KOHE).

Exercises for the transition to continuous pronunciation.

Exercise 13. The speech therapist calls the word by syllables, and the children guess the word (KA .... PUS ... .. TA - CABBAGE).

Exercise 14. The speech therapist pronounces the first syllable of a word. Children guess what word sounded (VED- - BUCKET, KUH- - KITCHEN).

Exercise 15. The speech therapist says the end of the word, clapping it syllable by syllable. The child adds the first syllable and calls the whole word (-REVO ... .. - DE! WOOD).

Exercise 16 . The speech therapist says the word by making a clap instead of the second syllable (or any middle syllable). The child adds a syllable and calls the whole word (KO -! - BOK - LO! KOLOBOK) .

Exercise 17. The speech therapist makes up a word and puts as many chips on the typesetting canvas as there are syllables in it. Then the speech therapist calls the first syllable: KA. Children guess the conceived word, based on the number of chips (KA - BINET, KA - LINA, KA - PETA).

Exercise 18. Syllabic analysis and synthesis.

Of the proposed pictures, name those in which there is a given syllable (for example, MA): raspberries, tomatoes, popsicle, macaque, ant, lipstick.
Put the pictures in such an order that the last syllable of the previous word and the first syllable of the next word are the same (OWL, WATA).
The speech therapist calls the word, inserting the word ""then"" (""further"", ""then"") between the syllables. The child makes up a word (PA, then UK - SPIDER).

After working out words of various syllabic structures at the word level, it is necessary to work them out on the material of tongue twisters, complete sentences, poems and other texts.

As a rule, children with severe speech pathology do not memorize verses, especially those consisting of 4 or more lines. Therefore, you should start learning couplets with them. Learning should be based on subject pictures. When memorizing verses, it is necessary to make sure that the children understand their content. To do this, the speech therapist asks a question about the picture. It is also recommended to conduct outdoor games accompanied by speech:

Game "Train"

Green trailers run, run, run

And the round wheels are all knock, yes knock, yes knock.

(Children stand one after another and imitate the movement of the train).

Game "Geese"

Geese - geese!

Do you want to drink?

Geese - geese, here is water!

Ha-ha-ha! Ga-ha-ha!

So run all over here!

(Children run to the driver)

Game "Fox and Geese"

Geese, geese, I'll eat you!

Wait, fox, don't eat!

Listen to our song

Ha-ha-ha! Ga-ha-ha!

Tired of listening to you!

I'll eat them all now!

("Geese"" scatter, ""Fox"" catches).

All of the above exercises are aimed at bringing the level of pronunciation of words by children as close as possible to the norm.

The described exercises are carried out in speech therapy classes for 5-7 minutes.

Bibliography

Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children. - St. Petersburg """ Childhood Press "", 2005
Bolshakova S.E. Overcoming violations of the syllabic structure of the word in children. - M. "" Sphere "", 2007-12-11
Bondarko L.V. The structure of the syllable and the characteristics of phonemes // Questions of Linguistics. - M., 1967 No. 1
Esechko L.B. Formation of syllabic composition in the pronunciation of children with general underdevelopment of speech in the preparatory class. // Defectology, 1974 No. 3
Kurdvanovskaya N.V., Vanyukova L.S. Formation of the syllabic structure of the word. - M., ""Sphere"", 2007
Markova A.K. Features of mastering the syllabic composition in children with speech disorders.// Author's abstract fis. Candidate of Pedagogical Sciences. - M., 1963
Markova A.K. Peculiarities of assimilation of the sound-syllabic structure of the word by children suffering from alalia.// School for children with severe speech disorders. - M., 1961
Titova T.A. To the problem of violation of the syllabic structure of words in children with alalia and dysarthria. - L., 1985

Formation of the syllabic structure of the word

One of the most difficult to correct among the various speech disorders in preschool children is such a special manifestation of speech pathology as a violation of the syllabic structure of words. Violation of the syllabic structure of words is usually detected when speech therapy examination children with general underdevelopment of speech. This defect of speech development is characterized by difficulties in pronouncing words of a complex syllabic composition. (violation of the order of syllables in a word, omissions or additions of new syllables or sounds). Logopedic work on the correction of violations of the sound-syllabic structure of the word is part of the general correctional work in overcoming speech disorders. And quite often a speech therapist teacher can recommend such tasks for repetition at home. This is especially true for children with motor alalia.

Allocate two stages of work on the formation of the syllabic structure of the word:

1) Preparatory stage-development of a sense of rhythm, stimulation of the perception of the rhythmic structure of the word.

It is recommended to work on the formation of rhythmic skills:you can use various types of walking with musical and speech accompaniment, dance movements in combination with clapping, speech in a certain rhythm, slapping rhythms,tapping the ball on the floor, using musical instruments - a drum, a tambourine, a metallophone,simple dance exercises.Exercise for the development of hand coordination: performing movements alternately with the right and left hands, and then simultaneously with both hands (fist of the left hand - rib of the right hand, etc.).

2) Corrective stage- reproduction of rhythmic shares in the child's own speech without violations, first by imitation, then in independent speech.

This stage takes place in the following order:

· - clarification of the articulation of preserved sounds;

· - pronunciation of syllable series of varying degrees of complexity only with preserved sounds according to the scheme:

Vowel + vowel /ay, wah, ia/
Consonant + vowel /ba-ba-ba/;
Vowel + consonant / am-am-am; oh - oh - wow /
Vowel + consonant + vowel /apa-apa-apa/
Consonant + consonant + vowel /kva-kva-kva/
Vowel + consonant + consonant /aft - aft - aft /
Vowel + consonant + consonant + vowel /adna-adna-adna/

· - pronunciation of words for an adult is reflected, call words from pictures, make sentences with familiar words.

There are 14 types of syllabic structure of a word according to an increasing degree of complexity (classification of words according to A.K. Markova). This classification (see Appendix 2) must also be taken into account when teaching reading. The complication lies in increasing the number and using different types of syllables:

1. Two-syllable words from open syllables ( willow, children).

2. Three-syllable words from open syllables ( hunting, raspberry).

3. Monosyllabic words ( house, poppy).

4. Two-syllable words with a closed syllable ( sofa, furniture).

5. Two-syllable words with a confluence of consonants in the middle of a word ( bank, branch).

6. Two-syllable words from closed syllables (compote, tulip).

7. Three-syllable words with a closed syllable ( hippo, phone).

8. Three-syllable words with a confluence of consonants ( room, shoes).

9. Three-syllable words with a confluence of consonants and a closed syllable ( lamb, ladle).

10. Three-syllable words with two consonant clusters ( pill, matryoshka).

11. Monosyllabic words with a confluence of consonants at the beginning of a word ( table, wardrobe).

12. Monosyllabic words with a confluence of consonants at the end of the word ( elevator, umbrella).

13. Two-syllable words with two consonant clusters ( whip, button).

14. Four-syllable words from open syllables ( turtle, piano).

At the heart of work on speech rhythm or rhythm at the level of the word is the slapping of words by syllables with the emphasis on the stressed syllable in the voice and louder clap.

Violations of the syllabic structure of the word are retained in the speech of preschoolers with OHP longer than the shortcomings in the pronunciation of individual sounds. The syllabic structure of a word, learned in isolated pronunciation, is often distorted again when the word is included in a phrase or independent speech.

Assimilation of the syllabic structure of a word is one of the prerequisites for mastering literacy and further successful learning child at school.

Attachment 1

Norms of development of the syllabic structure of the word

in children of different age groups:

3 years: reproduction of words consisting of:

From 2 syllables, for example, (cotton wool, willow, owl, etc.),

Of 3 syllables (cab, car, ducklings, etc.)

From 1 syllable, for example, (poppy, juice, smoke, etc.)

4-5 years:word reproduction:

From open syllables without a confluence of consonants (raspberries, buttons, tomatoes ...);

Of 4-5 syllables with a confluence of consonants at the beginning, middle, end of the word (snow, cabbage, roof, cat, bridge, birdhouse, curdled milk, medicine, draft, TV, frying pan, whistle, policeman, aquarium, hairdresser, construction ... )

The child must be able to:

Name subject pictures;

Repeat words after an adult;

Answer the questions (Where is the hair cut? ..).

After 5 yearschildren repeat sentences with a large concentration of compound words after adults, for example:

The plumber was fixing the plumbing.

The policeman directs the traffic.

Colorful fish swim in the aquarium.

Builders are working on the construction of a high-rise building.

Hair is cut at the barbershop.

In addition, children can independently make sentences according to plot pictures.

Children school age must be able to complete tasks, both orally and in writing:

Reading words of a complex syllabic structure;

Reading sentences saturated with words of different types;

Reading tongue twisters;

Writing difficult words and sentences.

Annex 2

Types of syllabic structure of a word in increasing degree of complexity

1. disyllabic words from open syllables:

melon, water, soap, cotton wool, coffee, fly, owl, children, perfume, moon, legs, willow, vase, notes, goat, teeth, miracle, sleigh, summer, winter, fox, goat, foam, mud.

Tanya, Katya, Vitya, Olya, Sanya, Petya, Valya, Vadya, Zhenya, Kolya, Tolya, Galya,

I walk, I carry, I lead, I carry, I go, I give, I run, I take, I noah, I sing, I sow, I wind.

2. Three-syllable words from open syllables:

shovel, dog, cubes, boots, cabin, panama, ducklings, head, raspberry, newspaper, mimosa, berries, car, coin, wheel, milk, cow, road, magpie, hut, mountain ash, viburnum, vegetables, weather, work, birch, guys, dried apricots, replacement, lanterns, log, beard, care, knee, head, hoof, rainbow, iron, boots, cart, pajamas

3. Monosyllabic words from a closed word:

poppy, bow, ball, whale, forest, beetle, catfish, juice, oak, lion, honey, house, cat, goose, smoke, nose.

Don, son of couples, cat, noise, weight, than, hall, beat, lived, washed, gave, sang, sat down, lay down, sit down, sing, give, rash, pour.

4. Two-syllable words with a closed syllable:

lemon, broom, spider, banana, fire, package, can, hammock, wagon, loaf, iron, rooster, skating rink, sofa, scoop, rope, belly, giraffe, stump, day, shadow, salon, sofa, one, parade, ferry, sail, bazaar, banana, ballet, ram, fire, cook, flight, buffet, bud, bouquet, pilot, python, pie, bison, ticket, beads, rooster, pencil case, pepper, runner, herd, coupon, bowl, ax, goods, tomato, watch, lettuce, boot, net, pike perch, knot, plant, castle, smell, sunset, ice rink, wild boar, carpet, goat, pheasant, torch, fakir, peas, lawn, city, voice, wagon, finale, owl, date, virus, temple, turn, turn, naughty, hut, naughty, stocking, cast iron, eccentric, puppy, goldfinch, Twitter, sock, knife, number, burdock, curl, tray, bag

5. Two-syllable words with a confluence in the middle of a word:

bank, skirt, letter, branch, letters, duck, bath, threads, cap, fork, pumpkin, slippers, window, skates, T-shirt, taxi, fleece, days, tambourines, tow, place, dough, squirrel, family, molding, fishing line, aunt, cat, mouse, bump, bangs,

Kostya, Nastya, Gerda, Tishka, Bug, Toshka.

I hold, I crawl, I am silent, I turn, I take, I narva.

6. Two-syllable words with a closed syllable and a confluence of consonants:

cantik, tile, compote, bow, forester, watering can, kettle, tray, album, rain, cactus, fountain, bear, bagel, magnet, tulip, turkey, dolphin, costume, compass, soldier, peacock, coat, broth, shepherd,

Sergey, Matvey, Anton, Pavlik.

He pushed, he managed, he turned, he drew, he endured, he cleaned.

dish, pancakes, elephants, wall,

Swim, swallow, knock

Grisha, Stepan, German, Andrey, Sveta

7. Three-syllable words with a closed syllable:
gingerbread man, plane, tomato, suitcase, hippopotamus, cockerel, pineapple, cornflower, telephone, drum, diver, parrot, hammer, captain, calf, shop
pelican, pie, plane, icebreaker,
8. Three-syllable words with a confluence of consonants:

apple, chess, sausage, sweets, cuckoo, dumbbells, room, gate, boots, snail, cabbage, fishing rod, needle, gazebo, felt boots, girl, frog, tent, firecracker, plate, pin.

9. Three-syllable words with a confluence of consonants and a closed syllable:

hat, button, banquet, swimsuit, pipette, room, herring, minute, gate, dumbbells, snail, saltwort, soldering iron, knee, file, bus, grasshopper, octopus, Indian, machine, lamb, dog rose, gardener, monument, doormat, alarm clock, orange, grapes, hunter, pendulum, coffee pot.

10. Three-syllable words with two confluences:

matryoshka, hut, toy, dunno, rifle, light bulb, antenna, pills, carrot, jump rope, strawberry, carnation, bench, turkey, footballer, accordion

11, 12. Monosyllabic words with a confluence of consonants at the beginning or at the end of a word:

Pronunciation of syllables with these consonants:

know - know - know - know
gna - gno - gnu - gna
klya - klyo - klyu - kli
aphids - aphids - aphids - aphids
nta - nto - ntu - nty
one hundred - one hundred - stu - stu
bottom - bottom - bottom - bottoms
fta - fto-ftu - ftyi etc.

flag, bread, gnome, cupboard, sign, bottom, glue, bow, sheet, bolt, bush, tank, cupcake, umbrella, elevator, screw, days, stumps, bend, maple, weave, fabric, aphid, who, wedge, aphid, scarf, bolt, minced meat, hill, bridge.

13. Two-syllable words with two confluences:

star, rod, nest, matches, chicks, flags, stick, nails, whip, cage, cranberry, rolling pin, button, satellite, books, penguin.

The formation of grammatically correct, lexically rich and phonetically clear speech in children, which enables verbal communication and prepares them for schooling, is one of the important tasks in the overall system of work on teaching a child his native language in kindergarten and in the family.

To educate a full-fledged personality, it is necessary to eliminate everything that interferes with the free communication of the child with the team. It is important that children master their native language as early as possible, speak correctly, clearly, expressively. The correct pronunciation of sounds and words becomes especially necessary for a child when he begins to master literacy. The practice of speech therapy shows that correction of sound pronunciation often comes to the fore in preschool age and the importance of forming the syllabic structure of words is underestimated, and this is one of the causes of dysgraphia and dyslexia in schoolchildren.

Among the various speech disorders in preschool children, one of the most difficult to correct is such a special manifestation of speech pathology as a violation of the syllabic structure of words. This defect of speech development is characterized by difficulties in pronouncing words of a complex syllabic composition (violation of the order of syllables in a word, omissions or the addition of new syllables or sounds). Violation of the syllabic structure of a word is usually detected during a speech therapy examination of children with general underdevelopment of speech. As a rule, the range of these violations varies: from minor difficulties in pronouncing words of a complex syllabic structure in conditions of spontaneous speech to gross violations when a child repeats two- and three-syllable words without a consonant confluence, even relying on visualization. Deviations in the reproduction of the syllabic composition of a word can manifest themselves as follows:

1. Violation of the number of syllables:
- contraction of a syllable;
- omission of a syllable-forming vowel;
- an increase in the number of syllables due to the insertion of vowels.
2. Violation of the sequence of syllables in a word:
- permutation of syllables;
- permutation of the sounds of adjacent syllables.
3. Distortion of the structure of a single syllable:
- reduction of consonant clusters;
- inserting consonants into a syllable.
4. Assimilation of syllables.
5. Perseverations (cyclic repetition).
6. Anticipations (replacement of previous sounds by subsequent ones).
7. Contamination (mixing word elements).

Violation of the syllabic structure of words can persist in children with pathology of speech development for quite a long time, being detected every time the child encounters a new sound-syllabic and morphological structure of the word.

The choice of methods and techniques of corrective work to eliminate this violation is always preceded by an examination of the child, during which the degree and level of violation of the syllabic structure of words is revealed. This will allow you to set the boundaries of the level available to the child, from which corrective exercises should be started.

This type of work is based on the principle of a systematic approach to the correction of speech disorders and the classification of A.K.

1. Two-syllable words from open syllables (willow, children).
2. Three-syllable words from open syllables (hunting, raspberries).
3. Monosyllabic words (house, juice).
4. Two-syllable words with a closed syllable (sofa, furniture).
5. Two-syllable words with a confluence of consonants in the middle of a word (bank, branch).
6. Two-syllable words from closed syllables (tulip, compote).
7. Three-syllable words with a closed syllable (hippopotamus, phone).
8. Three-syllable words with a confluence of consonants (room, shoes).
9. Three-syllable words with a confluence of consonants and a closed syllable (lamb, ladle).
10. Three-syllable words with two consonant clusters (tablet, matryoshka).
11. Monosyllabic words with a confluence of consonants at the beginning of a word (table, cabinet).
12. Monosyllabic words with a confluence of consonants at the end of the word (elevator, umbrella).
13. Two-syllable words with two consonant clusters (whip, button).
14. Four-syllable words from open syllables (turtle, piano).

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. I built my work in two stages:

- preparatory; the purpose of this stage is to prepare the child for mastering the rhythmic structure of the words of the native language;
- corrective; the purpose of this stage is the direct correction of defects in the syllabic structure of words in a particular child.

At the preparatory stage I did the exercises first on a nonverbal level and then on a verbal level.

Exercise "Repeat the same"

Purpose: to teach to play a given rhythm.
Materials: ball, drum, tambourine, metallophone, sticks.
Course of the exercise: The speech therapist sets the rhythm with one of the objects, the child must repeat the same.

Exercise "Count right"

Purpose: to learn to count sounds.
Material: children's musical and noise instruments, cards with numbers, a cube with dots.
Exercise progress:
Option 1. The child claps his hands (knocks a tambourine, etc.) as many times as there are dots on the die.
Option 2. The speech therapist reproduces sounds, the child counts them and raises a card with the corresponding number.

Exercise "Choose a scheme"

Purpose: to learn to correlate a rhythmic pattern with its scheme on a card.
Material: cards with diagrams of rhythmic patterns.
Exercise progress:
Option 1. The speech therapist sets a rhythmic pattern, the child selects the appropriate pattern on the card.
Option 2. The child reproduces a rhythmic pattern according to a given pattern.

Exercise "Long - short"

Purpose: to learn to distinguish between long and short-sounding words.
Material: chips, long and short strips of paper, pictures.
Exercise progress:
Option 1. The speech therapist pronounces the words, the child puts the chip on a long or short strip.
Option 2. The child names the words in the pictures and puts them into two groups: to a long strip and to a short one.

At the corrective stage the work was carried out at the verbal level with the obligatory "switching on" of the auditory, visual and tactile analyzers.

Sound level exercises:

“Say the sound A as many times as there are dots on the die. Say the sound O as many times as I clap my hands."
"Find out what sound (series of sounds) I uttered." Recognition by soundless articulation, pronunciation with a voice.
Definition of a stressed vowel in a stressed position (in a series of sounds).

Syllable level exercises:

- Pronounce a chain of syllables while stringing rings on a pyramid (building a tower from cubes, shifting pebbles or beads).
- “Fingers say hello” - pronouncing a chain of syllables with a touch on each syllable of the fingers of the hand with the thumb.
- Count the number of syllables spoken by the speech therapist.
- Name the stressed syllable in the chain of syllables heard.
– Memorization and repetition of a chain of syllables of different types.

Word level exercises:

ball game

Purpose: to learn to slap the syllable rhythm of a word.
Material: ball.
Game progress: the child beats the rhythm of the word given by the speech therapist with the ball.

Game "Telegraph"

Purpose: to develop the ability to divide words into syllables.
Material: sticks.
Game progress: the child “transmits” the given word by tapping out its rhythmic pattern.

The game "Count, do not make a mistake"

Material: pyramid, cubes, pebbles.
Game progress: the child pronounces the words given by the speech therapist and lays out the pebbles (pyramid rings, cubes). Compare words: where there are more pebbles, then the word is longer.

Purpose: to teach to divide words into syllables, while performing a mechanical action.
Material: ball.
Game progress: children pass the ball to each other and at the same time name the syllable of the given word.

Game "Name the correct word"

Purpose: to learn to distinguish between correct-sounding words.
Material: pictures.
Game progress: the speech therapist pronounces the words incorrectly, the child names the words correctly (if it is difficult for the child to complete the task, then pictures are given to help).

Exercise "What has changed?"

Purpose: to teach to distinguish between different syllabic structure of the word.
Material: pictures.
Course of the exercise: the child explains the difference between words.
Words: cat, cat, kitten. House, house, house.

Exercise "Find the longest word"

Purpose: to consolidate the ability to divide words into syllables.
Material: pictures.
The course of the exercise: the child chooses from the proposed pictures the one that shows the longest word.

Exercise "Count, do not make a mistake"

Purpose: to consolidate the ability of children to divide words into syllables.
Material: pictures, cards with numbers.
The course of the exercise: The speech therapist shows pictures, the children show the number corresponding to the number of syllables in the word (the complication option is the number of the stressed syllable).

Exercise "Which word is different"

Purpose: to teach to distinguish words with different rhythmic structure.
Material: pictures.
The course of the exercise: the speech therapist calls a series of words, the children determine superfluous word(use pictures if children find it difficult).
Words: tank, cancer, poppy, branch. Wagon, bud, loaf, plane.

Exercise "Name the same syllable"

Purpose: to consolidate the ability to compare the syllabic structure of words.
Material: pictures.
The course of the exercise: the child must find the same syllable in the proposed words (airplane, milk, straight, ice cream).

The game "The end of the word is yours"

Purpose: to learn to synthesize words from syllables.
Material: ball.
Game progress: the speech therapist starts the word and throws the ball to the child, he adds the same syllable SHA: ka ..., wa ..., Yes ..., Ma ..., Mi ...

The game "What word did you get?"

Purpose: to exercise in the simplest syllabic analysis.
Material: ball.
Game progress: the child, throwing the ball to the speech therapist, pronounces the first syllable. The speech therapist, returning the ball, says the second syllable and asks the child to name the word in full.

Child: Speech therapist: Child:
ket bouquet
fet buffet
Bu ton bud
ben tambourine

Exercise "Call me affectionately"

Purpose: to teach to clearly pronounce the words of the 6th type syllabic structure when forming nouns.
Material: ball.
The course of the exercise: the speech therapist, throwing the ball to the child, names the object. The child, returning the ball, calls it "affectionately."
Bow - bow, bandage - bandage, bush - bush, scarf - scarf, leaf - leaf.

Exercise "Say the word correctly"

Purpose: to teach to clearly pronounce the words of the 7th type syllabic structure, to develop auditory attention and memory.
Material: subject pictures.
The course of the exercise: the speech therapist shows a picture and pronounces a sound combination. The child raises his hand when he hears the correct name of the object and calls it.

Speech therapist: Child:
Mosalet
Breaks the plane
Airplane

The game "Syllabic cubes"

Purpose: to exercise in the synthesis of two-syllable words.
Material: cubes with pictures and letters.
Game progress: children must collect words from two parts.

Game "Chain of words"

Purpose: to consolidate the ability to analyze and synthesize two-three-syllable words.
Material: cards with pictures and words divided into parts.
Game progress: children lay out a chain of words (pictures) like dominoes.

Logocube game

Purpose: to exercise in syllabic analysis of one-, two- and three-syllable words.
Material: cube, a set of subject pictures, cards with numbers.
Game progress: children choose from the general set of pictures those that correspond to a given number of syllables and fix them on a certain face of the cube.

Game "Train"

Purpose: to learn to select words with a given syllabic scheme.
Material: a train with wagons, a set of subject pictures, diagrams of the syllabic structure of words.
Game progress: children are invited to help "seat passengers" into the cars in accordance with the number of syllables.

Game "Pyramid"

Purpose: to consolidate the ability to analyze the syllabic composition of a word.
Material: a set of subject pictures.
Game progress: the child must arrange the pictures in a given sequence: one at the top - with a one-syllable word, two in the middle - with two-syllable words, three at the bottom - with three-syllable words.

Exercise "Collect the word"

Purpose: to learn to synthesize two-three-syllable words.
Material: cards with syllables on tinted paper.
Course of the exercise: each child puts out one word. Then they exchange a set of cards and the game continues.

Exercise "Choose a word"

Purpose: to consolidate the ability to analyze the syllabic structure of words.
Material: subject pictures, cards with schemes of syllabic structure. Cards with words (for reading children).
Exercise progress:
Option 1. The child selects schemes for pictures.
Option 2. The child selects pictures for diagrams.

Game "Let's put things in order"

Purpose: to improve syllabic analysis and synthesis.
Material: a set of cards with syllables on tinted paper.
Game progress: children choose from total syllables and put them in the right order.

The game "Who is more"

Purpose: to improve the ability to synthesize words from syllables.
Material: a set of cards with syllables on paper of the same color.
Game progress: out of the total number of syllables, children lay out as many variants of words as possible.

Literature:

Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children. St. Petersburg: Detstvo-Press, 2000.
Bolshakova S.E. Overcoming violations of the syllabic structure of the word in children. Moscow: Sfera, 2007.
Volina V.V. We learn by playing. Yekaterinburg: Argo, 1996.
Kozyreva L.M. We read in syllables. A set of games and exercises for children 5-7 years old. Moscow: Gnom i D, 2006.
Kurdvanovskaya N.V., Vanyukova L.S. Formation of the syllabic structure of the word. Moscow: Sfera, 2007.
Lalaeva R.I., Serebryakova N.V. Correction of general underdevelopment of speech in preschool children. St. Petersburg: Soyuz, 1999.
Lopukhina I.S. speech therapy. Moscow: Aquarium, 1996.
Tkachenko T.A. Correction of violations of the syllabic structure of the word. Moscow: Gnom i D, 2001.
Filicheva T.B., Chirkina G.V. Preparation for school of children with general underdevelopment of speech in a special kindergarten. Moscow: 1991.
Chetverushkina N.S. The syllable structure of the word. Moscow: Gnom i D, 2001.

Portal for the student. Self-training

Tasks on the syllabic structure of the word in dow. Formation of the syllabic structure of a word in children

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INTRODUCTION

CHAPTER 1

1.1 Linguistic and psycholinguistic aspects of the study syllable and syllable composition in children with ONR

1.2 Psychological, psychophysiological and neuropsychological foundations of the study of the prerequisites for mastering the syllabic structure of a word in children with ONR

1.3 Features of the formation of the syllabic structure of a word in preschool children

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Portal for the student. Self-training

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INTRODUCTION

CHAPTER 1

1.1 Linguistic and psycholinguistic aspects of the study syllable and syllable composition in children with ONR

1.2 Psychological, psychophysiological and neuropsychological foundations of the study of the prerequisites for mastering the syllabic structure of a word in children with ONR

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