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 the 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 in 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 confluence of consonants, 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 the extra word (use pictures if the 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 syllables from the total number and arrange 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.
Speech therapy work to eliminate violations of the syllabic structure of the word in children with dysarthria involves the impact on all components of the speech system.
The complex system of speech therapy influence includes:
Development of general, fine and articulatory motor skills;
Correction of sound pronunciation (staging, automation, differentiation of sounds);
Development of phonemic hearing, formation of phonemic perception skills;
Work on the syllabic structure of the word;
Expansion and enrichment of the dictionary (active and passive);
Development of the grammatical structure of speech;
Formation of the intonation-expressive side of speech;
Formation of coherent speech;
Education of self-control over speech;
Formation of practical skills and abilities to use correct speech.
The development of the syllabic structure of the word in preschool children with dysarthria was carried out through a system of game exercises. Their goal is to promote the formation of cognitive activity of the child. Corrective work was carried out in individual and subgroup speech therapy classes.
Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. Two stages can be distinguished:
Preparatory; the purpose of this stage is to prepare the child for the assimilation of the rhythmic structure of the words of the native language;
Actually corrective work; the goal is to correct defects in the syllabic structure of words in a child.
Preparatory stage.
At this stage, game exercises are offered, first on non-verbal material, and then on verbal.
Work on non-verbal material.
1. Game exercises for the development of concentration of auditory attention, auditory gnosis and auditory memory on the material of non-speech sounds (Where did you call? Recognize a musical instrument by sound. How many times did you hit the drum?)
2. Work on the rhythm (first on the simple, and then on the complex). Children are offered various ways to reproduce the rhythm: clapping their hands, tapping the ball on the floor, using musical instruments - a drum, a tambourine, a metallophone.
Task types:
Clap your hands as many times as there are dots on the dice;
Rhythm comparison: !-!!, !!-!!-;
Recognition of rhythms and their correlation with a certain rhythmic pattern recorded in symbols;
Reproduction of a certain rhythm according to the model of a speech therapist, according to a given pattern;
Arbitrary reproduction of the rhythm by the child, followed by recording the rhythmic pattern with symbols;
Playing long sounds (pipe, harmonica - symbol "-" and short "+" - drum, tambourine). The rhythmic pattern can be as follows: --++, ++-+-- etc.
3. Formation of general coordination of movements to rhythmic music:
marching, easy running.
4. Exercises for the development of dynamic praxis of the hands: performing movements (left, right hand, two hands) according to the model, according to verbal instructions or counting: fist-rib, fist-rib-palm.
5. Exercises for the development of hand coordination: performing movements simultaneously with both hands (fist of the left hand - edge of the right hand, etc.)
6. Graphic switching exercises (continue line): 0-0-0…;+=+=…
Work on verbal material.
Game exercises aimed at the formation of space-time representations, as the beginning, middle, end; before, behind, after; first, last. These concepts are important when a child masters the sequence of a sound-syllabic series, the sound-filling of words of a simple and complex syllabic structure.
Exercises for the development of optical-spatial orientation.
Exercise 1.
The child sits on a chair, eyes are closed. An adult rings the bell, holding it in front of the child, behind him, above and below the chair, to the right and left. It is necessary to say correctly where the bell rings.
Exercise 2.
An adult calls the action of an object or an object. The child answers whether it is far or close.
(The pencil is lying, palm trees are growing, the aquarium is standing, the doll is lying, mom is working, etc.)
Exercise 3
The child moves in space according to the instructions of an adult.
The robot goes forward ... stop. Right ... stop. Down ... (under the table) ... stop. Left ... stop, etc.
Exercises for the development of somato-spatial orientation.
Exercise 1.
After being shown to adults, the child repeats the movements, answering questions.
Adult. Where is the heart?
Child. Left.
Adult. Where is your head?
Child. From above.
Adult. Where is your back?
Child. Behind.
Adult. Where is the belly?
Child. Front.
Exercise 2.
The child independently shows: left little finger, right elbow, right toe, left wrist, left thigh, etc.
Exercise 3.
The child performs "cross" movements, showing: with the right hand the left cheek, the left side with the right hand, the right temple with the left hand, the left eye with the little finger of the right hand, etc.
Exercise 3.
The adult silently performs the movements, the child must repeat with the same hand or foot, avoiding mirroring: the right hand up, the left foot to the side, etc.
Exercise 4
An adult asks to perform called movements without showing a sample.
Exercises for the development of orientation in two-dimensional space.
Exercise 1.
Put a dot at the top of the sheet, a stick at the bottom, draw a cross on the right, a bird on the left, draw a wave in the lower left corner, etc.
Exercise 2.
From the point put on the sheet, the child, without tearing off his hand, the child must draw a line under the commands of an adult.
We go right, stop, up, stop, right, etc.
Exercise 3
The child must continue the row: xx \ xx \ xx \; …< … <…<
Exercise 4
Copying by a child of various shapes from simple to more complex.
Exercise5.
An adult and a child draw a plan of the room, indicating the position of windows, furniture doors.
Exercises for the development of temporal-spatial orientation.
Exercise 1.
Graphic dictation. (Draw a house first, then a person, a flower at the end, etc.)
Exercise 2.
Tasks: jump first, then sit down, clap your hands at the end, etc.
Exercise 3
The adult interrupts the child and asks questions.
What have you done before? What are you doing now? What will you do next
Exercise 4
Arrangement of pictures on the topics "Seasons", "Parts of the day".
Exercise 5
An adult and a child talk on the topic “Yesterday-today-tomorrow”.
Exercise 6
Transition to work with speech material. The adult gives the child a task.
2. Listen to the sentences: The fire is burning. The bird is flying. It's snowing. Count. Name the third sentence, the second, the first.
Exercises for the development of dynamic and rhythmic organization of movements.
Retention of dynamic programs. The exercise consists in repeated self-repetition of the action by the child after the instructions are presented to adults.
1. Articulation exercises.
Open your mouth, bare your teeth, puff out your cheeks;
Tongue behind the right cheek, lips with a tube, tongue on the lower lip;
click your tongue twice, blow once;
Draw in your cheeks, click your tongue, blow once;
Silently articulate vowels (u-u-a);
2. Exercises for the hands.
- alternately touch the index, little, middle fingers with the thumb;
Put the hand on the table with a fist, edge, palm;
Show a ring of fingers, the palm is vertical, "bunny ears";
From i. n. "fist on the table" alternately show the thumb, little finger, index finger;
3. Body Exercises:
Lean to the right, squat down, stand up, clap your hands;
Wave your arms above your head, put your hands behind your back, jump in place;
Stomp your foot, hands to your shoulders, down, raise your head, lower.
Exercise 7
Repetition of rhythmic patterns after an adult - tapping, slapping, trampling.
Corrective stage
Work on vowels
Accurate perception and clear articulation of vowels ensure the correct transmission of the syllabic outline of the word, and also prevent vowel substitution and rearrangement of syllables.
Exercise 1.
The child repeats pairs, triples and a large number of sounds from more contrasting to less contrasting. Suggested syllables:
A - I A - I - O U - A - I - O
A - U U - A - I E - U - A - I
I - O I - O - S A - I - O - S
S - A E - U - A I - E - U - A
U - E A - S - O U - A - S - O
A - O I - S - E O - I - S - E
O - U O - U - A E - O - U - A
Exercise 2.
on one exhalation, while smoothly;
loud (quieter, very quiet);
alternating volume within one row;
· fast slow).
Exercise 3
Additional tasks. To consolidate work on vowels, the child is offered:
show the same number of fingers as sounds;
· to tap sounds silently;
stand up when a series of three sounds sounds;
name two (three, five) vowel sounds independently;
come up with as many sounds as there are stars drawn;
recognition of a series of sounds by silent articulation and pronouncing them with a voice;
Repeat sounds in reverse order.
Work on syllables
Exercise 1.
The exercise consists in repeating rows, starting with two or three syllables. Take syllables:
With common consonants:
MA - MO - MU - WE - ME;
With common vowels:
BU - KU - VU - NU - DU;
Reverse:
AN - EUN - OH - EN - UN
OF - OP - OX - FROM - OM;
Closed syllables, their rows and pairs:
MAC - IOC - MUK - MYK - IEC
KAP - PAP PYH - TYKH
TUK - MUK BOK - WOK;
Direct and reverse syllables with hard and soft consonants:
BA - BYA AP - EL
WU - VU UV - UV
MO - MYO EN - NY
Exercise 2.
To consolidate work on syllables, the child is offered:
lay out the sticks according to the number of syllables;
make as many steps, jumps as there were syllables;
Determine the same sound in a row;
to come up with syllables with the same vowels (consonants);
Invent and (“guess”) syllables with a given consonant;
repeat a series of syllables in reverse order;
repeat only the first and last syllable of the series;
pronounce the syllables smoothly (briefly), loudly (quietly), different in height, quickly (slowly);
highlight the stressed syllable (reflected);
name the first (second, third) sound of the syllable;
make a syllable from the given sounds (K), (P), (A), so that there is a vowel in the middle;
Compare two syllables: MA - AM, UT - KUT, KOP - POK, VYN - PYN.
Build up syllables
Reducing the number of syllables
tapping out syllable chains.
Work on syllables with consonant clusters.
Exercise 1.
Suggested syllables:
Open and closed:
kna-akn gna-agn
dmo-odm tmo-otm
ptu-upt bmu-ubm
With oppositional consonants:
fta-fta fta-vada
tko-tke tko-dgo
kmu-kmu kmu-gmu
Chains of syllables:
me-me-me-me-me
gwa-gwo-gwu-gwe-gwe
hwa-hwee-hwee-hwee
Syllables with a change in the position of the consonant:
me - nma
sko - xo
htu - thu
zby - bzy
Exercise 2.
To consolidate work on syllables with consonant clusters, the child is invited to:
Analyze the syllable (name the first, third, second sounds);
make a syllable from these sounds so that consonants (or vowels) go at the beginning;
· come up with a syllable of two consonants and one vowel;
compare syllables:
INT - INT
UBR - UPR.
Types of syllable structure of words.
1. Two-syllable words consisting of open syllables: melon, water, fly, cotton wool, etc.
2. Three-syllable words consisting of open syllables: spade, dog, cubes, panama, etc.
3. Monosyllabic words consisting of a closed syllable: poppy, onion, juice, whale, etc.
4. Two-syllable words consisting of one open and one closed syllable: lemon, banana, sofa, bouquet, etc.
5. Two-syllable words with a confluence of consonants in the middle of a word: jar, skirt, duck, thread, etc.
6. Two-syllable words with a closed syllable and a confluence of consonants in the middle of a word: cactus, bear, soldier, peacock, etc.
7. Three-syllable words with a closed syllable: tomato, suitcase, parrot, shop, etc.
8. Three-syllable words with a confluence of consonants: apple, sausage, cuckoo, girl, etc.
9. Three-syllable words with a confluence of consonants and a closed syllable: bus, gardener, orange, grapes, etc.
10. Three-syllable words with two consonant clusters: toys, light bulb, skipping rope, strawberry, etc.
11. Monosyllabic words with a confluence of consonants at the beginning or end of a word: leaf, bush, tank, umbrella, etc.
12. Two-syllable words with two consonant clusters: star, nest, nails, beets, etc.
13. Four compound words consisting of open syllables: piano, corn, button, caterpillar, etc.
14. Four-syllable words with a confluence of consonants: refrigerator, motorcycle, teacher, towel, etc.
14 types of syllabic structure of the word are proposed according to the increasing degree of complexity (classification by S.E. Bolshakova).
Word work.
Exercises to distinguish between long and short words.
Exercise 1. There are long and short strips of paper on the table. The speech therapist pronounces long and short words. Having heard the word, the child puts the chip, respectively, under the long or short strip.
Words: bitch, bicycle, soup, beetle, fly agaric, etc.
Exercise 2.
In front of the child are pictures with monosyllabic polysyllabic words. We need to divide them into two groups.
Exercise 3
Two children are selected from the group. One child is looking for objects with short names in the room, the other with long ones. Having found an object, the player2 names it.
Exercises to explain the meanings of unfamiliar words.
Since knowledge of the lexical meaning is necessary for mastering the correct pronunciation, the meaning of the word should be clarified (for example, by including it in sentences).
Exercises for reflected scanned repetition of words of the studied type.
Exercise 1. Training the ability to pause between words. The speech therapist says the word. The child must repeat and tap it on the table. At the same time, if an adult raises his hand, you need to pause until the hand drops.
Example: boo…..sy, not…..bo, lu…..di, ko…..le-but (ko-le…..but), oh-le…..neither (oh…..le -no), si ... ..nee-tsa (si-no ... ..tsa).
Exercise 5
Sound analysis and synthesis.
1. Counting syllables, naming one, two, etc. syllables in a row, or in discord at the request of a speech therapist.
2 Laying out strips according to the number of syllables.
3 Selecting an appropriate word scheme.
4 Analysis of each syllable (counting and listing sounds). This type of work is important when studying words with consonant clusters. Offered:
1-disyllabic words with confluences in the middle of the word, starting with a vowel sound: needle, sheep, glasses, etc.
Then - words that begin with a consonant sound: heel, nails, bag, etc.
Words with two sets of consonants: swallow, sun, leaves, etc.
2-confluence at the end of a word (bone, bridge, bandage, etc.)
3- confluence at the beginning of a word (chair, kvass, key, etc.)
4- monosyllabic words with two confluences (tail, nail, pillar, etc.)
5-polysyllabic words with confluences (pan, medicine, library, etc.)
Exercise 6
Isolated pronunciation of the words "Let's go up the ladder." The child must, repeating the word by syllable after the speech therapist, climb the steps of the toy ladder with his fingers.
Exercise 7
Repetition of words similar in sound composition:
Differing in vowel sounds: bough-juice, ball-sword, whale-cat, forest-fox, sam-catfish;
house-smoke-dam, fur-max-moss; bull-buck-side-beech;
ski-puddles, hands-rivers, crayfish-hands, etc.
Differing in consonant sounds: souk-soup, nose-knife, fur-chalk; oak-cube-soup, horse-com-kot-kol; balls-gifts, notes-honeycombs, teeth-fur coats, etc.
Differing in consonant sound and place of stress:
water-soda, goat-rose, hands-beetles, skin-goat, etc.
Exercises for repetition with emphasis on the stressed syllable.
Exercise 1.
The child repeats after the speech therapist at first the whole word syllable by syllable, and then calls only the stressed syllable: ko-fe ... .. ko-fe, ko; li-sa…..li-sa, sa.
Exercise 2.
Using a graphic representation of the stress on the word scheme, the child is offered:
Guess the word that another student clapped;
Come up with a word for the scheme;
Put stress on the diagrams (in the form of a dictation).
Exercise 2.
Naming words according to their sound composition, but differing in the place of the stressed syllable (horns-ROZH-ki, ZA-mok-za-MOK, mu-KA-MU-ka, etc.
Exercises with permutation of syllables.
Exercise 1.
Swap syllables, name the resulting word:
Words: Zhi-ly - ly-zhi (la-yu, ly-ko, on-weight, ki-pyat, on-sos;)
Syllables: ka-mu, ma-do, pa-li, ka-sum, va-tyk, zha-lu, duk-sun, dysh-lan, tuk-far, etc.
Exercise 2.
Three syllables are pronounced. Children make up a word from them: ku-ki-bi, sa-gi-po, ma-na-li, ko-so-le, vo-sy-lo, etc.
Exercises for assessing normativity.
Exercise 1.
The speech therapist reads the words. Children raise a green flag if the word sounds correct. If incorrect, red.
Words: spider, spider; wutka, duck; window, window; ise, scales; devereaux, tree; moko, milk; mimon, lemon; manina, raspberry; nonbel, furniture; hunter, hunter; dwarf, snake; tol, table; melon, in the afternoon; pinino, piano; motorcyclist, motorcyclist, etc.
Exercises for the transition to continuous pronunciation.
Exercise 1 "Guess, say the word."
Syllables: ved-, set-, kuh-, dos-, bel-, met-, waf-, color-.
Exercise 2. The child adds the first syllable and calls the word: -jama, -shina,
Goda, -keta, -midor, -cut, -tata, etc.
Exercise 3 The speech therapist says the word, making a clap instead of the second syllable. The child adds a syllable and calls the whole word.
Syllables: sa!
Exercise 2
The child says his name. At the signal of the teacher, each player must stand next to the one whose name has the same number of syllables.
Exercise 3
Syllabic analysis and synthesis. From the proposed pictures, name in which there is a given syllable (for example, ma): raspberry, popsicle, macaque, ant, lipstick.
Put the pictures so that the last syllable of the previous word and the first syllable of the next word are the same (owl, cotton wool).
Beetles-kino-legs, neck-pit-maki, pin-swing-lemon, popsicle-milk-bun, etc.
Phrase formation exercises.
Exercise 1.
Pronunciation of phrases:
Small light bulb, small swallow, small ribbon, etc.
Words: jacket, blouse, tassel, little book, bench, etc.;
Delicious pumpkin, delicious egg, delicious waffles, delicious watermelon, etc.
Words: bun, carrot, apple, chicken, cheesecake, apricots, etc.;
Exercise 2.
Formation of the genitive plural using the word "many": melon ... many melons, owl ... many owls, goat ... many goats, etc.
Exercise3.
The speech therapist calls the object, and the child answers with a phrase using the words round - oval: the moon ... the moon is round, the cloud ... oval;
words: beads, ball, head, cucumber, frying pan, drum, leaf, checkers, etc.
Exercise 4
The speech therapist names the object. The child answers with a phrase using the words triangular, square, rectangular:
newspaper .... rectangular newspaper, screen ... .. square screen, cap .... triangular cap;
words: cubes, Christmas tree, window, book, door, soap dish, towel, refrigerator, etc.
Exercises to compose short sentences with learned words.
Exercise 1. It is proposed to choose a suitable action for the name of the object (standing, sleeping) and make sentences:
Kettle ...... The kettle is standing. Dolphin……Dolphin is sleeping. The bear….. The bear is sleeping.
Exercise 2. Put the words in the correct order and name the sentence.
In, tomatoes, greenhouse…….Tomatoes in the greenhouse.
Apple tree, under, apples…….. Under the apple tree, apples.
Popsicle, table, on…….. Popsicle on the table.
The words. Above, icicle, window. Tree, on, cuckoo. U, chess, boy. Home, above, clouds. Candy, girls, u.
Exercises to differentiate words of the studied type with words of greater or lesser contrast in syllabic structure.
Exercise 1.
“Animals were brought to our zoo. We have to house them in cages. In the first place, we will settle animals whose names have one syllable. In the second, with names of two syllables, etc. ”
Pictures: lion, hedgehog, elk, elephant, fox, hare, squirrel, zebra, giraffe, camel, hippopotamus, monkey, etc.
Exercise 2.
When pronouncing different words, you can take a different number of steps (for example, cheese-airplane). Then the children walk through the words called by the speech therapist.
Strengthening exercises.
Repetition of complex sentences.
A long-legged stork flies over the house.
Aunt Dina is sitting on the couch.
Nikita bought sneakers and a cap.
There are eggplants and apricots in the fridge.
The breadbasket is on the fridge.
There is a purple sugar bowl in the sideboard.
Maxim loves to be photographed.
The librarian lends books.
The plumber is fixing the plumbing.
The policeman directs the traffic.
The postman delivers letters, newspapers, magazines.
The guide conducts excursions.
Development of the syllabic structure of words on the material of tongue twisters.
(B) Bee-beep-beep, there is smoke from the chimney.
Beavers wander into the cheeses of the forests. The hippopotamus opened his mouth, the hippopotamus asks for rolls.
Bananas were thrown to a funny monkey.
They threw bananas to a funny monkey.
BBC. The car is running out of gas.
(P) Whoop, whoop, mom is making soup.
The parrot says to the parrot:
I'll scare you, parrot, parrot.
The cockerel jumped on the threshold:
Give me a pie, baker.
(P-B) Our grandmother's beads were lost.
Babkin bean grows in the rain.
The baker baked a bagel, a bagel, a loaf and a loaf of dough early in the morning.
Two bulls fought foreheads at the fence.
They pierced all sides in a noisy dispute.
(B) Wah-wah-wah, an owl sits on a bough.
Three crows on the gate.
The water carrier was carrying water from the tap.
Delicious halva - praise the master.
The fidgeting wind tore the gates like a turntable.
(F) Af-af-af, there's a cupboard in the corner.
Fani has a jersey, and Fedya has shoes.
The fleet is sailing to their native land, the flag on each ship.
Fedya reached for a candy in the buffet, the fact that there will be no sweets in the buffet.
(V-F) Our Filat is never to blame.
Wolves are afraid not to go into the forest.
Mikhail played football and scored a goal.
Owl, even with a lantern, does not see anything during the day.
(D) Gu-gu-gu, geese are grazing in the meadow.
They cackle on the mountain, under the mountain the fire burns.
The road to the city is uphill, from the city - from the mountain.
On the willow there is a jackdaw, on the shore there is a pebble.
(K) Ko-ko-ko, don't go far.
Knock knock, I nail the heel.
Our river is as wide as the Oka.
The fly has bitten the pussy and the ear of the kitty hurts.
A cat with a kitten, a hen with a chicken.
(K-G) They go in single file gander after gander.
The breast in the sun warms the side. Go to the box fungus.
(X) Haha, you can't catch a rooster.
Prokhor and Pahom rode on horseback.
The fly-pity sat on the ear.
(D) Doo-doo-doo, apple trees grow in the garden.
Daria gives Dina melons.
The woodpecker was hollowing out the tree, woke up the grandfather with a knock.
Grandfather Danil shared a melon.
(T) Ta-ta-ta, the cat has a fluffy tail.
Our guest bought a cane.
Again the guys found five mushrooms.
(D-T) Dog Tom guards the house.
The woodpecker treated an ancient oak tree.
I am shaggy, I am shaggy, I am above every hut in winter.
(M) Mu-mu-mu, milk to whom?
Milu's mom was in the bath soap.
Where there is honey, there are flies.
Toma sat on the bench outside the house all day.
(N) An-an-an, dad is fixing the faucet.
The nanny nurses Nadya and Nina.
Nina plays the piano.
Feet dressed up in new boots.
(C) Sa-sa-sa, a fox is running in the forest.
As-as-as, our gas went out.
Os-os-os, there are many wasps in the clearing.
Mow ecos while dew.
Little Sanya's sleigh drives by itself.
Senya carries hay in the canopy.
Sonya and Sanya have catfish with a mustache in their nets.
(Z) Za-za, go home goat.
Zu-zu-zu, we wash Katya in the basin.
Bunny Buba has a toothache.
(S-Z) Sa-za, sa-za, the dragonfly flew away.
For-sa, for-sa, a wasp flew to us.
Sonya Zina brought elderberries in a basket.
The net caught on a knot.
(C) Tso-tso-tso, there is a ring on the hand.
The ring has no end.
Two chickens are running right on the street.
The heron, standing on the porch, wrote the letter C.
(S-Ts) So-tso, so-tso, the chicken laid an egg.
Tits are funny birds.
The hen laid an egg under the porch.
Water is drunk from a nearby well all day long.
There is a cart of oats, a sheep near the cart.
The sun shines brightly through the window.
(Sh) Sha-sha-sha, mother washes the baby.
Shu-shu, I'm writing a letter.
Ash-ash, Pasha has a pencil.
Hush, mice, the cat is on the roof. Make some noise, he will hear.
Our Masha was given semolina porridge.
I can't find the ears of this frog.
Masha, finish your porridge, don't bother your mother anymore.
(S-Sh) Su-shu, I'm writing a letter home.
Shu-su, I met a bear in the forest.
Sasha loves drying, and Sonya cheesecakes.
Pine cones, checkers on the table.
I bought Sasha drying.
(F) Ms. Ms., the hedgehog has needles.
Zhu-zhu, let's give milk to a hedgehog.
The hedgehog has a hedgehog, the snake has a snake.
Snakes do not live where hedgehogs live.
Dinner is needed for the beetle and the snake.
(Sh-Zh) Sha-zha, sha-zha, we saw a hedgehog.
Zha-sha, Zhenya is feeding the baby.
Mouse has acorns, monkey has bumps.
The cat has spoons in a basket.
Good pie, inside the curd.
On the roof of Shura lived the crane Zhura.
Midges flew around the lamp, warm thin legs.
Be careful, midges, burn your legs.
(Sch) Shcha-shcha, we're bringing home the bream.
Ah-ah, I put on a raincoat.
Wolves roam, looking for food.
The puppy squeaks plaintively.
(H) Cha-cha-cha, a candle is burning in the room.
Choo-choo, I knock with a hammer.
Oops, the night has come.
A sheep's coat is warmer than any stove.
The student taught lessons, his cheeks are ink.
This is for Lenochka ice cream on a plate.
(Ts-Ch) Tsu-chu, I'm flying on a rocket.
Chu-tsu, they gave the seeds to the chick.
Very often Tanechka's saucers beat.
The mischievous student received a unit.
(L) La-la-la, I have a spinning top.
Lo-lo-lo, it's warm outside.
On the shallows we caught burbot.
Milu's mother washed soap with soap.
Julia was small and twirled
Put the coal in the corner.
The sea wave is strong and free.
(P) Ra-ra-ra, it's hot outside.
Ro-ro-ro, there's a bucket outside.
Ar-ar-ar, a lantern hangs on the wall.
Three trumpeters blew trumpets.
The raven raven crowed.
Oaks grow on the mountain, grids grow under the mountain.
Yegorka quickly speaks a tongue twister.
(R-L) La-ra, la-ra, the game is on.
Lara washed the floor, Lilya helped Lara.
Lara played the piano at Valya's.
The fisherman caught the fish, the whole catch floated into the river.
Kandrat drew a square in his notebook.
The ship was carrying caramel, the ship ran aground.
And the sailors ate caramel aground for three weeks.
Thus, the types of exercises were selected depending on the level of speech and intellectual development of children, their age and the type of speech pathology. The work on correcting the syllabic structure of words was carried out for a long time, in a systematic way, according to the principle from simple to complex, taking into account the leading type of activity of children and using visualization. Thanks to this, significant results were achieved in the formation of the syllabic structure of the word in children.
Anastasia Glinina
The development of the syllabic structure of the word in preschoolers with OHP I-II levels through a system of game exercises
Among the various speech disorders in children preschoolers with OHP I - II levels one of the most difficult to correct is such a manifestation of speech pathology as a violation syllable structure of words. This speech defect development characterized by difficulty in pronunciation words of various syllables. Correction of violation syllabic word structure in children with general underdevelopment speech is a poorly studied and insufficiently described topic.
Every year the number of children suffering from severe speech disorders is increasing. Most of them have some degree of impairment. syllable structure of the word. If this violation is not corrected in time, in the future it will lead to negative changes in child's personality development, such as the formation of isolation and complexes, which will interfere with him not only in learning, but also in communicating with peers and adults.
work on the formation syllable structure of the word in a non-speaking child, one should begin with the preparatory stage - with the development of onomatopoeia.
Activation of speech imitation
Imitative speech reactions can be expressed in any sound complexes. A smooth pronunciation of a number of vowels with a gradual increase in their volume is introduced into the child's speech practice. quantity: ay, aui, aui, etc. Then the child is asked to pronounce a series of vowels, changing their place in row: aui, aiu, uia, etc.
To achieve the desired effect in the activation of imitative speech activity, it is necessary to start with development of imitation in general: "Do as I do". It is necessary to teach children to imitate actions with objects, movements of hands, feet.
As a result of work at this stage of formation syllable structure of the word children must learn to relate objects and actions to their verbal designation.
At this stage of work, you can use manuals that are designed to work with a non-speaking child. nkom:
1. Dedyukhina G. V. Kirillova E. V. Learning to speak. 55 ways to communicate with a non-speaking child.
1. Novikova-Ivantsova T. N. "From words to phrase book 1, 2, 3.
With children with intellectual disabilities, you can use the following benefits:
1. Shishkina N. A. "My first the words".
2. Kislyakova Yu. N. Education and training of children with severe speech disorders.
Formation of the first forms words
First of all, it is necessary to achieve from children the reproduction of percussion syllable(HOUSE IS HERE, and then intonation-rhythmic pattern of one-, two-, three-syllable words(sound composition the words child can reproduce approximately) (ANIA MAMA BEADS VASE BANANA MACHINE).
By the end of this period, children should know the place of stress in memorized words, reproduce rhythmic-intonation structure two- and preferably three-syllable words. At this stage, you can use the following games:
1. Development of auditory attention, auditory memory, auditory perception:
where did you call?
learn musical sound instrument.
how many times did you hit the drum?
2. Various playback methods rhythm:
Clapping hands
Tapping the ball on the floor
Use of musical instruments - drum, tambourine, metallophone.
Clap your hands as many times as there are dots on the dice;
Playing a specific rhythm pattern adult, according to the given pattern (remember the forgotten game in palms)
Formation features syllable structure of words with consonants
Starting with monosyllabic words(bridge bush.). When moving to words with convergence 2, 3 complex, it should be borne in mind that the division words into syllables should occur at the junction of morphemes, For example: cat (not a cat).
Formation features syllable structure of the word on the material of phrasal speech
Gradually data the words can be included in a phrase.
When memorizing poems, it is necessary to make sure that the children understand their content, for which appropriate questions are posed to the pictures.
children with speech underdevelopment with difficulty assimilate the syllabic structure of words they need special correctional and pedagogical training. children preschool age it is necessary to present all the material in game, an interesting form for them, for this special games were developed for the formation syllable structure of the word.
To make it easier for the child to understand word structure the teacher needs to connect as much physical activity as possible, since with the movement the child will better consolidate the speech material. Words of various syllabic constructions can be slammed, tap, jump, step back and so on.
FOR DEVELOPMENT OF THE SOUND-SYLLING STRUCTURE OF THE WORD:
1. « Syllabic lacing» : development of fine motor skills, development of the syllabic structure of three-syllable words.
2. "Piano": finger movement corresponds to one syllable.
3. "Steps": necessary, speaking word by syllable, climb with your fingers up the steps of a toy ladder. The words may be offered orally or depicted in a picture.
4. "Find your home": matching pictures by number syllables in words.
5. « syllabic lotto» : automation of staged sounds in words, learning to share words into syllables.
6. "Shagalki": lie on the floor crumbs. Children are divided into two teams. When pronouncing words for each syllable a step is taken. If a the word is divided into syllables incorrectly, the child returns to its original position.
7. The development of the syllabic structure of the word in the classroom on the sound culture of speech.
8. Use of computer technologies on classes:
"Conductor": divide syllable by syllable as if conducting.
"What do you remember?" The speech therapist lays out 3-4 pictures in front of the child and He speaks: “Look at the objects, remember them, and then name what you remember”.
In conclusion, I would like to add that the work of a speech therapist cannot and should not be standardized. The activation of various analyzers during classes using this lexical material (when the child must observe, listen to the name of an object or action, make a sign or purpose with a gesture, name himself) contributes to a more solid consolidation of the material. We recommend using primarily game form of training, only in this way it is possible to arouse the need for communication, interest in exercises that, in your queue, will provide emotional impact and contribute to development of speech imitation.
Related publications:
As is known, most children with severe speech disorders have a violation of the syllabic structure of the word to one degree or another. Violation.
Consultation for educators "Formation of the syllabic structure of the word in children with ONR" Working with non-verbal material 1. "Know the musical instrument." Goal: Development of auditory gnosis. Material: subject pictures with the image.
A set of game exercises for automating the sound [l] at the beginning of a word (open stressed syllable) The main goal of speech therapy work at the speech center is the correction of sound pronunciation (staging, automation, differentiation of sounds).
Syllabic structure correction Language acquisition is a complex mental process. Speech begins to form only when the brain, articulatory apparatus.
Corrective possibilities of musical activity in the formation of the syllabic structure of the word in children with OHP level III It is known that music has a beneficial effect on the development of personality. It is a means of aesthetic, moral, mental education.
The purpose of this presentation is to create a system of games and game exercises to improve the cognitive and speech abilities of older children.
"Overcoming violations of the syllabic structure of the word in children with ONR". Help for speech pathologists With the normal development of the child, his mastery of the syllabic structure occurs gradually, and by the age of three all the difficulties of syllabic formation appear.
The syllabic structure of a word is the arrangement and connection of syllables in a word. Normally, by the age of 3, the syllabic structure of a word is broken in a child.
Development of the syllabic structure of a word on the material of vowel sounds using didactic games in correctional work Front lesson
1. Two-syllable words from open syllables.
2. Three-syllable words from open syllables.
3. Monosyllabic words.
4. Two-syllable words with a closed syllable.
5. Two-syllable words with a confluence of consonants in the middle of the word.
6. Two-syllable words from closed syllables.
7. Three-syllable words with a closed syllable.
8. Three-syllable words with a confluence of consonants.
9. Three-syllable words with a confluence of consonants and a closed syllable.
10. Three-syllable words with two consonant clusters.
11. Monosyllabic words with a confluence of consonants at the beginning or middle of a word.
12. Two-syllable words with two consonant clusters.
13. Three-syllable words with a confluence of consonants at the beginning and middle of a word.
14. Polysyllabic words from open syllables.
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? Mum.
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).
Excellence in Kindergarten Teaching Experience
Forms of work on the formation of the syllabic structure of the word
in children with general underdevelopment of speech
Sent by: Volkova Natalya Nikolaevna, speech therapist, 1st quarter. categories
MADOU "TsRR - Kindergarten No. 378" of the Kirovsky district of Kazan
In accordance with the principles of the psychological and pedagogical classification of speech disorders, a category of children with a general underdevelopment of speech was singled out, in which there is an insufficient formation of all language structures. Speech suffers as an integral functional system, all its components are violated: the phonetic-phonemic side, vocabulary, grammatical structure. 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 additions of new syllables or sounds). Violation of the syllabic structure of words is usually detected during a speech therapy examination of children with general underdevelopment of speech, but it can also be in children suffering only from phonetic-phonemic underdevelopment. As a rule, the range of these violations varies widely: from minor difficulties in pronunciation of 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 confluence of consonants, even relying on visualization.
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.
Work on the syllabic, phonemic and morphological composition of the word is carried out in parallel with work on clarifying, expanding, activating the passive and active vocabulary, developing the grammatical structure of speech, forming coherent speech, and also mental functions.
It is necessary to attract the child's attention to the syllabic, articulatory, phonetic and morphological composition of the word, which occurs through a system of games and exercises.
Various directions are used in work on the sound-syllabic composition of the word:
- work on the perception of various types of intonations;
- development of tactile sensations;
- development of rhythmic abilities;
- work on the sound composition of the word;
- work on the preservation and development of the syllabic composition of the word;
- working out the grammatical forms of words and including them in a phrase.
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, it is of particular importance to determine the correct relationship between the development of sound pronunciation and the mastery of the syllabic structure of a word. In this case, the individual level of speech development of each child and the type of speech pathology should be taken into account.
Corrective work to overcome the violation of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. Corrective action can be divided into two stages:
1. Preparatory (the work is carried out on non-verbal and verbal material; the purpose of this stage is to prepare the child for mastering the rhythmic structure of the words of the native language);
At this stage, the child is offered tasks first on non-verbal material, and then on verbal.
Work on non-verbal material.
1) Games and exercises to develop the concentration of auditory attention, auditory gnosis and auditory memory on the material of non-speech sounds (Where did you call? Recognize the musical instrument? Etc.).
2) The development of rhythmic abilities is the basis for mastering the sound-syllabic composition of the words of the native language, intonation, and stress. It is necessary to combine correct rhythmic speech with rhythmic movements. In addition, children with general speech underdevelopment, as a rule, have metrorhythm disturbances, which manifests itself in irregular walking, in violation of coordination of movements. In this regard, you can use various types of walking with musical and speech accompaniment, dance movements in combination with clapping
Particular attention should be paid to work on rhythm, as one of the main characteristics in violation of the syllabic structure. There are two rhythms: musical - the alternation and correlation in time of sounds and pauses of the same or different duration, and speech - a rhythm at the word level, in which the presence of stress and the absence of pauses in words are mandatory. Undoubtedly, any work on rhythm, including musical rhythm, is useful for children with ONR. Even with the improvement of fine and gross motor skills (which are usually impaired in children with ONR) it is necessary to pay as much attention as possible to tasks that rhythmize the activity of children.
Various ways of reproducing the rhythm are proposed: clapping your hands, tapping the ball on the floor, using musical instruments - a drum, a tambourine, a metallophone.
The types of tasks are as follows:
- Clap your hands as many times as there are dots on the dice;
- Rhythm Comparison! - !; !! -!! -!;
- Playing a certain rhythm according to a pattern;
- Tasks using stress to highlight part of a rhythmic pattern: ! !!; !!! ! !;
- Arbitrary reproduction of a rhythm with the subsequent recording of a rhythmic pattern with symbols;
3) Formation of a general correction of movements to rhythmic music: marching, running, walking.
4) 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.).
Such work in the classroom should be done by educators, and a physical education instructor, and a music director.
The work on speech rhythm or rhythm at the word level is based on slapping words into syllables with the emphasis on the stressed syllable in the voice and louder clap. When pronouncing and simultaneously clapping words, they should be pronounced without pauses between syllables. For example, we pronounce the word machine not ma - shi - on (between syllables - pauses, all syllables of the same volume, claps of the same strength), and the machine (without pauses, the syllable shI is pronounced longer and louder; quiet clap, loud clap, quiet clap). Similarly, the word milk, not ma-la-ko, and even more so not mo-lo-ko, but malakO (without pauses, the syllable ko is pronounced longer and louder).
Clapping words in this way, in addition to working out the syllabic structure, significantly contributes to the easier selection of stressed syllables by children in literacy classes.
Before starting work on words, it is necessary to teach the child to clap softly and loudly, clap once and many times with different rhythms. When these tasks are performed clearly enough, you can proceed to pronunciation with the simultaneous clapping of sound combinations consisting of vowel sounds. Then we move on to the level of direct syllables (equally repetitive), then syllables with different sounds of early ontogenesis (for example, mA - pa, pa - mA, pa - ta - kA, etc.). Then you can go to the word level.
Work on the syllabic structure should go in parallel with the development of phonemic hearing and the production of sounds. It is recommended to start work on the syllabic structure not with words of the type that is disturbed in the child, but first with words of a simpler syllabic composition.
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.
Of great importance for the correct pronunciation of the syllabic composition of a word is the degree of familiarity with it - unfamiliar words are distorted more often than words well known to the child.
Of paramount importance in the work is an individual approach to children, which suggests taking into account mental characteristics, working capacity, speech capabilities of a preschooler and the nature of the violation of the syllabic structure of a word. Therefore, it is advisable to carry out work on the formation of the syllabic structure of a word individually, as part of a lesson on correcting sound pronunciation. A characteristic feature of the lesson on the formation of the correct syllabic structure of the word is the frequent repetition of types of work on different speech material with the inclusion of elements of novelty in content and form.
Correction of violations of the syllabic structure of a word in children with general underdevelopment of speech is a poorly studied and insufficiently described topic. Methodological recommendations for correcting this violation are contradictory and incomplete, despite the fact that this problem is relevant. The importance of this problem is evidenced by the fact that the timely mastery of correct speech is of great importance for 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 literacy and further successful education of the child at school.
Appendix 1
The level of vowels.
Children are offered the following tasks:
Pronounce the sound A as many times as there are dots on the die;
Say the sound O as many times as the speech therapist clapped his hands;
Singing a series of sounds with clear articulation, repeating sounds after a speech therapist, reading letters, writing down a series of letters (auditory and visual dictations): AU IA OA; AUI IAU; AUA UAU; AUIA UIAO;
The same tasks with emphasis on percussive sound: BUT UA, A At Ah, AU BUT;
Recognition of a series of sounds by soundless articulation and pronouncing them with a voice;
The speech therapist taps out the rhythm, and the child must, in accordance with this rhythm, pronounce vowel sounds as follows: A-AA; AA-A; BUT AA; BUT BUT BUT; AA BUT .
syllable level.
It is advisable to carry out this type of work at the stage of automation and differentiation of sounds worked out by a speech therapist. Tasks can be as follows:
Composing words from the proposed letters (C H O - sleep, nose).
Stringing rings on a rod while pronouncing a chain of syllables.
Count how many syllables the speech therapist said (syllables direct, reverse, with a confluence of consonants).
Name the stressed syllable in the chain of syllables heard.
Repetition of chains of syllables: sa-so-su-sy; sy-sa-so-su.
Repetition after a speech therapist of a series of syllables with a confluence of consonants:
hundred-hundred-stu-stu
a-hundred, a-hundred, a-hundred, a-hundred.
and-hundred, and-hundred, and-hundred, and-hundred.
The game "Say the opposite": sa-as, co-os, tsa-ast.
Recording syllables of various types from dictation.
word level.
When working out words of various syllabic structures, the following should be taken into account:
- the structure of the words being mastered expands and becomes more complicated due to the constructions already existing in the child's speech;
- the formation of the syllabic structure of words is carried out on the basis of certain word schemes, which are fixed both isolated and as part of a phrase;
- in the most severe cases, work should begin with the evoking or fixing of the onomatopoeic words in the child's speech. (Particular attention should be paid to the repetition of onomatopoeia, which creates certain opportunities for mastering the syllable series, for example: av-av, meow-meow);
- the transition to two-syllable words is carried out with the help of already learned simple syllabic constructions: children are offered two-syllable words like mom, dad, woman.
