Methods of intensive teaching in German lessons. overcoming violations of the tempo of speech

Logopedic technologies

A child's well-developed speech is an important condition for his general development, for his socialization in society, and for successful schooling. Speech disorders negatively affect all mental functions, affect the child's activity as a whole, and his behavior. Therefore, the search for ways to optimize pedagogical interaction at different age stages and in different conditions, including in the situation of meeting the special educational needs that occur in children with developmental disabilities, does not stop.
What is educational technology? (technos - art, skill, logos - teaching).
The explanatory dictionary gives a definition: "Technology is a set of techniques used in any business, skill, art."
B.T. Likhachev gave his definition: “Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is the organizational and methodological toolkit of the pedagogical process.
According to V.P. Bespalko, pedagogical technology is a meaningful technique for implementing the educational process.
Pedagogical technology according to I.P. Volkov is a description of the process of achieving the planned learning outcomes.
What can be attributed to speech therapy technology?
speech therapy technologies include:
Technology of speech therapy examination.
Sound correction technology.
Technology of formation of speech breathing in various disorders of the pronunciation side of speech.
Voice correction technology for various disorders of the pronunciation side of speech.
Technology of development of the intonational aspect of speech.
Technology for correcting the tempo-rhythmic side of speech.
Technology for the development of the lexical and grammatical side of speech.
Technology of logopedic massage.
Recently, in modern speech therapy practice, in the presence of conditions, non-traditional speech therapy technologies are actively used:

neuropsychological technologies,
Kinesitherapy (movement),
hydro-gymnastics,
Various types of speech therapy massage,
Sujok therapy (seed therapy),
Gymnastics Strelnikova,
Frolov breathing simulator,
Phytotherapy,
Auriculotherapy (acupuncture),
aromatherapy,
music therapy,
Chromotherapy (color treatment),
Lithotherapy (treatment with stones),
Imagotherapy (image, puppet therapy),
fairy tale therapy,
sand therapy,
Various models and symbols.

In addition, multimedia tools for correction and development, biofeedback technologies are being actively introduced into the correctional and developmental process.
Logopedic examination technology
Purpose of speech therapy examination:
determination of ways and means of correctional and developmental work and opportunities for teaching a child on the basis of identifying his lack of formation or violations in the speech sphere.
tasks:
1) identifying the features of speech development for subsequent consideration when planning and conducting the educational process;
2) identifying negative trends in development to determine the need for further in-depth study;
3) identification of changes in speech activity to determine the effectiveness of pedagogical activity.
G.V. Chirkina and T.B. Filicheva (1991) identified the following stages of speech therapy examination of preschool children:
1) indicative stage,
2) differentiation stage,
3) main,
4) final (clarifying stage).
Examination of sound pronunciation
The following groups of sounds are tested:
1) vowels: A, O, U, E, I, S;
2) whistling, hissing, affricates: C, Cb, 3, Zb, C, Sh, Ch, Sch;
3) sonorants: P, Pb, L, L, M, Mb, H, Hb;
4) deaf and voiced pairs P-B, T-D, K-G, F-V - in hard and soft sound: P '-B', T'-D', K'-G', F'-V ';
5) soft sounds in combination with different vowels, i.e. PI, PYA, PE, PYU, as well as D, M, T, S.
In speech therapy literature, it is customary to distinguish four types of defects in sound pronunciation:
1) no sound,
2) sound distortion,
3) sound replacement,
4) sound mixing.
Examination of the structure of the articulatory apparatus
1. Lips: splitting of the upper lip, postoperative scarring, shortened upper lip.
2. Teeth: malocclusion and set of teeth.
3. Hard palate: narrow domed (Gothic); splitting of the hard palate (submucosal cleft). Submucosal cleft palate (submucosal cleft) is usually difficult to diagnose because covered with mucous membrane.
4. Soft palate: short soft palate, splitting it, forked little uvula (uvula), its absence.
Respiratory function examination
1. Type of non-verbal breathing (clavicular, thoracic, diaphragmatic, mixed).
2. Characteristics of speech breathing: according to the results of pronouncing a phrase consisting of 3 - 4 words (for children 5 years old), 4 - 6 words (for children 6 - 7 years old).
3. The volume of speech breathing (normal, insufficient).
4. The frequency of speech breathing (normal, rapid, slow).
5. Duration of speech breathing (normal, shortened).
Voice function examination
1. Voice volume (normal, quiet, excessively loud).
2. The timbre of the voice (not disturbed, the presence of a nasal tone, hoarse, deaf, etc.).
3. Attack of the voice (soft, hard, aspirated).
4. Voice modulation (presence or absence of monotony).
Examination of the prosodic side of speech
1. Tempo (normal, fast, slow).
2. Rhythm (normal, arrhythmia, dysrhythmia).
3. Pause (correct, broken - division of words by a pause into syllables, division of syllables into sounds).
4. The use of the main types of intonation (narrative, interrogative, incentive).
Survey of phonemic perception
In order to identify the state of phonemic perception, techniques are usually used aimed at:
1. Recognition, discrimination and comparison of simple phrases.
2. Isolation and memorization of certain words in a number of others (similar in sound composition, different in sound composition).
3. Distinguishing individual sounds in a series of sounds, then in syllables and words (different in sound composition, similar in sound composition).
4. Memorization of syllable series consisting of 2 - 4 elements (with a change in the vowel: MA-ME-MU, with a change in the consonant: KA-VA-TA, PA-BA-PA).
5. Memorization of sound series.
Word Comprehension Survey
1. Showing objects or pictures called by the speech therapist that are in front of the child.
2. Showing objects or pictures called by the speech therapist that are not directly in the child's field of vision.
3. Checking understanding of words in difficult conditions. Multiple repetition of words or groups of words is used. For example: "Show me a glass, a book, a pencil, a glass, a book." (A.R. Luria).
4. To reveal the understanding of the action, pairs of pictures are presented. For example: one picture shows a student reading a book, the other shows a book. The speech therapist calls the word “reads” - the child must show the corresponding picture.
5. The study of the understanding of words similar in sound composition, the distinction of which requires the most subtle phonemic analysis.
More complex types of tasks aimed at updating the meanings of words, at their correct choice in a particular context:
1) Choose suitable objects for the named definitions.
2) Match the name of the whole with the name of its part.
3) Match the name of the general concept of the particular.
4) Pick up the names of objects according to their actions.
5) Choose words that are opposite in meaning.
6) Finish the sentence.
7) Adjectives given in pairs of words should be replaced with adjectives that are similar in meaning.
8) Choose adjectives that can be used with the nouns in brackets: dense, dense (forest, fog);
9) Choose from the words given in brackets, the most appropriate in meaning: In the morning, ... (flock, flock, flock) of sparrows flew to the house.
Sentence Comprehension Survey
1. Fulfillment of verbal instructions of varying complexity presented by ear.
2. To identify difficulties in understanding logical-grammatical structures, the developed by A.R. Luria reception, which includes three options:
a) The child is asked to show two sequentially named objects: a pencil, a key;
b) “Show the pencil with the key”;
c) "Show the key with a pencil."
3. Studying the understanding of logical-grammatical relations.
Grammar Comprehension Survey
1. The study of understanding the forms of the singular and plural of nouns, verbs, adjectives using a set of pictures depicting one or more objects.
2. To study the understanding of the masculine and feminine forms of past tense verbs, pictures are used that depict a boy and a girl performing the same action or being in the same state.
3. Study of understanding the meaning of prepositions.
vocabulary surveys
1. Naming objects, actions, qualities according to specially selected pictures,
2. Selection of synonyms, antonyms, related words,
3. Naming generalized words in a group of homogeneous objects.
4. Techniques aimed at studying the ways of using words in different types of communicative activity.
a) self-composing a sentence with a given word;
b) adding 1 - 2 words to an unfinished sentence;
c) correcting erroneous words in a sentence.
5. Selection of several words for a given word that are combined with the presented one.
Examination of the grammatical structure of the language
Survey of sentence building skills,
Examination of grammatical changes of words in a sentence,
Examination of grammatical design at the morphological level.
Connected speech survey
The following methods are used:
1. Retelling (based on the finished plot and the proposed author).
2. A story based on a plot picture or a series of plot pictures.
3. Story-description or story from personal experience.

Sound correction technologies
Correction of impaired pronunciation is carried out in stages and sequentially. In the speech therapy literature, one can find different opinions about how many stages the speech therapy impact includes: F.F. Rau distinguishes 2 stages, O.V. Pravdin and O.A. Tokarev - 3 stages, M.E. Khvattsev - 4 stages. Since there are no fundamental differences in understanding the tasks of speech therapy influence, the allocation of the number of stages is not of fundamental importance.
1. Preparatory stage
1) Formation of precise movements of the organs of articulation:
a) with the help of speech therapy massage;
b) with the help of articulatory gymnastics techniques.
2) Formation of a directed air jet.
3) Development of fine motor skills:
a) with the help of finger gymnastics;
b) with the help of hand massage;
c) with the help of self-massage of the fingers;
d) with the help of subject-practical activities (lacing, modeling,
mosaic, designer, weaving, stringing, etc.).
4) Development of phonemic processes.
5) Working out the reference sounds.
2. The stage of formation of primary pronunciation skills and abilities
A) Sound production.
1) Combining the positions and movements of the organs of articulation worked out at the preparatory stage.
2) Creation of the articulatory base of the given sound.
3) Adding an air jet and voice for staging voiced and sonorous sounds.
4) Practicing the pronunciation of an isolated sound.
B) Automation of sound.
C) Differentiation of sound.
3. The stage of formation of communicative skills and abilities
At the stage of differentiation of sounds, various methods of distinguishing sounds are used (according to V.A. Kovshikov).
1) Reception of demonstrating the articulation of differentiated sounds (forms: visual, auditory, kinesthetic, tactile).
2) Reception of phonemic analysis, which traditionally includes three language operations:
- phonemic analysis (selection of a sound against the background of a word, determination of the position of a sound in relation to other sounds, etc.);
- phonemic synthesis (composing words from a given sequence of sounds, composing words with a given number of sounds, etc.);
- phonemic representations.
3) Reception of the connection of sound and letter.

Technology for setting different groups of sounds
There are 3 ways of setting sounds: by imitation (imitative), mechanical and mixed. (first highlighted in the works of F.F. Rau)
Imitative - based on the child's conscious attempts to find articulation that allows you to pronounce the sound corresponding to what you heard from the speech therapist.
The mechanical method is based on an external, mechanical effect on the organs of articulation with special probes or spatulas.
Mixed method - based on the combination of the previous two. The leading role in it is played by imitation and explanation. Mechanical assistance is applied in addition.

Technology of formation of speech breathing in stuttering
At preschool age, the formation of diaphragmatic-costal breathing must be carried out in the supine position. In this position, the muscles of the whole body relax slightly, and diaphragmatic breathing is automatically established without additional instructions.
L.I. Belyakova and E.A. Dyakov distinguishes the following stages of work on the formation of speech breathing in stuttering.

First stage
Expansion of the physiological capabilities of the respiratory apparatus (setting diaphragmatic-costal breathing and the formation of a long exhalation through the mouth)
Second phase
Formation of a long phonation exhalation The formation of a phonation exhalation is the basis for the development of coordinating relationships between breathing, voice and articulation. In order to avoid fixing attention on the process of inhalation, the instruction should concern only the duration of the pronunciation of the sound.
Third stage
Formation of speech exhalation Here syllables, words, phrases are introduced into the exercises.

Technologies for the formation of speech breathing in dysarthria
Stage One: General Breathing Exercises
Second stage: speech breathing exercises
Basic rules of breathing exercises:
1. You can not overwork the child.
2. It is necessary to ensure that he does not strain his shoulders, neck and does not take the wrong posture.
3. The child's attention should be focused on the sensations from the movements of the diaphragm, intercostal muscles and muscles of the lower abdomen.
4. The child should make all respiratory movements smoothly, to the count or to the music.
5. Breathing exercises should be done before meals, in a well-ventilated area.

Voice correction technologies for rhinolalia
I.I. Ermakova identifies the following main tasks of speech therapy work on voice correction in rhinolalia:
1. Normalization of timbre.
2. The development of children's natural voice data.
3. Restoration of the motor function of the larynx in diseases of the go-
voice apparatus.
4. Cultivating the skills of correct voice leading.
Correction before surgery:
1) Statement of physiological and phonation respiration.
2) Prevention of dystrophy of the muscles of the pharynx and palate.
3) Correction of sound pronunciation.
Work on the voice after the operation:
1) Breathing exercises that lengthen the exhalation and activate the internal intercostal muscles and the mobility of the diaphragm, strengthening the palatopharyngeal closure.
2) Developing the skill of correct voice leading, expanding the range of the voice, increasing its strength, as well as compensating for the disorder of the motor function of the larynx, if any.

Technologies for the development of the intonation side of speech in stuttering
Offering the technology of work, L.I. Belyakova and E.A. Dyakov distinguishes the following tasks for normalizing the intonational aspect of speech in stuttering:
1) Development of the skill of intonational design of syntagmas and phrases in accordance with the four main types of intonations of the Russian language (interrogative, exclamatory, completeness and incompleteness).
2) Normalization of the process of speech pausing.
3) Formation of the skill of intonation division and allocation of logical centers of syntagmas and phrases.

Technology of formation of intonational expressiveness
speech with rhinolalia
In the program of S.F. Ivanenko includes the following exercises:
- on the development of speech breathing;
- on clarification and staging of vowels;
- massage and self-massage;
- to prepare the articulation apparatus for the production of consonant sounds;
- on the formation of speech hearing;
- on the development of the voice (based on the practiced vowel and the knowledge gained about punctuation and stress);
- familiarity with the concept of "punctuation marks";
- familiarity with the concept of "stress";
- automation of the skill of pronouncing vowels in various phonetic positions.

Technology for correcting the tempo-rhythmic side of speech in stuttering
Tasks:
1. Development of general, fine and articulatory motor skills.
2. Development of a sense of tempo and rhythm of non-speech and speech movements.
The work includes the following steps:
1) Development of general ideas about the pace.
2) Development of perception of different rates of speech.
3) Development of the ability to reproduce a different pace of speech:
a) reproduction of the tempo characteristics of the phrase together with a speech therapist;
b) reproduction of the tempo characteristics of the phrase reflected by the speech therapist;
c) independent reproduction of a certain type of phrase.

Technology for correcting the rhythmic side of speech in rhinolalia
G.V. Dedyukhina offers a technology for the development of rhythmic ability in the form of step-by-step programs:
First stage. Movement is organized, which, in turn, accompanies the perception of musical sound, visual images, speech. Reliance on various modalities (auditory, visual, tactile, etc.) with a change in dominant is a prerequisite for performing each exercise
Second phase. The construction of complex rhythmic models is based on integrative connections that provide stable auditory-pronunciation, speech-motor, visual-motor, motor-auditory coordinations.
Third stage. Phonemes and syllables are considered as signs, the rhythmic sequence of which constitutes the syllogo-rhythmic and sound-syllabic structure of the word.

Logopedic massage
Massage is a method of treatment and prevention, which is a combination of methods of mechanical action on various parts of the surface of the human body. Mechanical impact changes the state of the muscles, creates positive kinesthesia necessary for the normalization of the pronunciation side of speech.
Speech therapy massage is a method of active mechanical action that changes the state of muscles, nerves, blood vessels and tissues of the peripheral speech apparatus.
There are various methods of speech therapy massage. The most popular are massage by Dyakova E.A. and probe massage Novikova E.V. Thanks to the use of speech therapy massage, which leads to a gradual normalization of muscle tone, the formation of normative pronunciation of sounds can occur spontaneously in some cases. In the event that the trainee has severe neurological symptoms, only the use of speech therapy massage, especially in the initial stages of corrective work, can provide a positive effect.
Basic massage techniques
stroking,
Trituration,
kneading,
Vibration and thumping
Firm pressing.

Modern Speech Therapy is in a constant active search for ways to improve technologies that will maximally help to positively influence the process of learning and development of the child, at different stages of his development. Many speech therapists actively use the following technologies in their work: various types of speech therapy massage, sujok therapy (seed therapy), Strelnikova's gymnastics, herbal medicine, computer technology and many others.
Of course, these technologies cannot be used as independent ones, but together with traditional speech therapy technologies, they help to find an approach to each child, set up, motivate him to classes, which means they lead to a speedy recovery.

Literature
1. Akimenko V.M. New pedagogical technologies: educational method. allowance.- Rostov n/a; ed. Phoenix, 2008.
2. Akimenko V.M. Developing technologies in speech therapy. - Rostov n / a; ed. Phoenix, 2011.
3. Akimenko V.M. Speech disorders in children. - Rostov n / a; ed. Phoenix, 2008.
4. Bannov A. Learning to think together: Materials for teacher training. - M.: INTUIT.RU, 2007.
5. Gin A. Pedagogical techniques. - M.: Vita-Press, 2003
6. Dushka N. Sinkwain in the work on the development of speech of preschoolers Journal "Speech therapist", No. 5 (2005).
7. Borozinets N.M., Shekhovtsova T.S. Speech therapy technologies: Teaching aid - Stavropol, 2008.

According to. GKLozanovim, this method assumes, when studying globalized educational topics, the pre-session and write-session phases and the concert session that separates them. During the pre-session phase, it is carried out in advance of familiarization with the new educational material. Students at the level of involuntary reactions and arbitrary settings are preparing for immersion in a state of psychorelaxation. Unconscious psychic act is activated and the general suggestive background rises. Educational information acquires a suggestive character. Suggestive lesson background at this time and later. It exists in the memory program itself, in the intonational presentation of new educational material, in the rhythm of the educational process, in the artistry of the teacher, etc.

The pre-session period seems to signal the approach of the next memorization session, and in the general suggestive atmosphere, the possibility of memorization improves. Then, as a rule, a much larger amount of educational material is memorized than in the process of applying traditional teaching methods. An allegedly conditional reflex movement forward to a hypermnestic effect is created.

Students write down the main information points in notebooks or dictionaries. And then for 10-15 minutes they look through this kind of memory program sessions. Such a revision is called an active session, since students review new educational material from their notes and listen to the voice of the teacher, who reads this material in a well-known intonation cradle (intonation triad: interrogative, soft, imperative, etc. detonation "").

So, during the session there are two analyzers: auditory and visual. The name of this session justifies the active attention of the student, which is required to follow the text. After the session, an end session is arranged. Sometimes it is called pseudo-passive, because during its implementation, from 3 to 10 minutes, students develop the so-called state of pseudo-passivity, which is outwardly not guided by anything. Students perceive the information repeated during the session by ear against the background of a specific concert program, which has a relaxing character. Concert pseudo-passivity ensures concentration of attention in a state of psychological comfort.

Listeners take a comfortable position on chairs, or even better - in comfortable chairs, their posture resembles the orientation of a person who listens to music or poetry. This session is reminiscent of well-known relaxation therapy sessions, but without wasting time on four-element psycho-training. Psychotraining in this case is replaced by a session.

Outside of suggestive pedagogy, this is a completely new element. Its task is to ensure the memorization of expanded volumes of new educational material. It is considered optimal to memorize 30-50 information moments during a session. It has been experimentally proved that these volumes can reach fantastic sizes (1000-1200 new lexical units of a foreign language).

It was revealed that on the second day of classes, significantly more educational material is spontaneously reproduced than immediately after the concert session. Therefore, on the second day, the write-session phase provides for the activation of the learned educational material, the exaltation of mental processes, which manifests itself in the extraordinary ease of recall and freedom to manipulate the learned material. Such activation is achieved with the help of theatricalization during the period of primary and secondary developments and etudes.

In a suggestive atmosphere, it is forbidden to use words that, being often used in the process of traditional teaching, have a traumatic effect on students. Examples of such words: about control op rights, control tasks too.

Therefore, the control and evaluation of suggestive educational activities often occurs not in the form of exams, tests or tests, but in the form of constituent elements of their curriculum. Dil by the degree of difficulty, so that students can see their own successes without focusing on their mistakes. Correction of the incorrectly studied is carried out not by detecting an error, but by confirming the correct corresponding ones.

In written work, errors are corrected in blue, not in red, which produces a psycho-traumatic effect in combination with blue or purple.

If a student makes a mistake when solving a problem, the teacher should not focus on it, announcing the correct answer and requiring the student to repeat it, or carefully ask another student, emphasizing that he believes in the ability of the one who made the mistake to cope with the raised problems.

Based on the suggestopedic method. GKLOzanov at the end of the last century in the former. The USSR arose methods that in a certain way imitated it. Among them is the method. LSHGechechkari, developed in the laboratory. TBI or State University based on the principle of a systematic approach. The theoretical basis of it was the general psychological theory of the school. LSVigotsky and his followers and the main provisions of the Georgian psychological school. DMUznadz.M.Uznadze.

The emotional-semantic method of accelerated learning of foreign languages has also become famous. IYuShekhter. It was based on the scheme of dialogic systems. V. AZvegintseva, reality-sense - text"

The method of activating the capabilities of the individual and the team has become quite famous in higher education. GOKitaygorodskoi, is associated with the concepts of the domestic psychological school (the theory of activity. OMLeontiev, then the theory of personality and the team. AVPetrovsky), with the provisions on speech activity developed by psycholinguistics (A.A. Leontiev, IAZimnya), as well as using the sphere of the subconscious in. Nav zna (GKlozanov G.K. Lozanov).

you can get acquainted with the group of suggestive teaching methods in detail using the publication recommended above by us

Home > Educational program

Definition of intonation, its functions, acoustic parameters, units and elements of intonation. The meaning of temporal elements and speech rhythm. Definitions of tempo and rhythm of speech. Syntagma (complete thought) as a sequential combination of a number of syllables in a certain rhythm. The concept of various intonation styles and their functional significance. Features of the intonation system of stutterers. 17.4.3. The study of means for restoring the tempo-rhythm intonation side of speech. The method of K. S. Stanislavsky about the art of mastering the "tempo-rhythm" of movement and speech in the preparation of actors. The use of different intonational styles as the basis of speech therapy technologies in the formation of the main speech of stutterers. The role of the full pronunciation style described in the works of the linguist L. V. Shcherba; its features, difference from conversational style, communicative properties, models of use in communication situations. Justification of the use of the full style of pronunciation as a means of excluding the reduction of pronunciation to restore the tempo-rhythm intonation side of the speech of stutterers. 17.4.4. Characteristics of the main methodological techniques aimed at correcting the tempo-rhythmic side of speech. Methodical techniques: slow pronunciation, rhythmic speech, pronunciation by syllable, synchronization of speech with the movements of the fingers of the leading hand, speech-conducting, full pronunciation style. Linguistic and psychological parameters, the possibility of using each of the bottoms in the communication process, the specifics of training. Guidelines. 17.4.5. In-depth study of some of the most effective technologies. Methodical recommendations for teaching the full style of pronunciation. The use of "reference texts" and the principles of their selection to automate the skills of fluent speech (viewing video recordings of remedial classes with stutterers of different ages). Step-by-step training in the full style of pronunciation in order to restore the tempo-rhythm intonation side of stuttering speech. The first stage is the formation of a slow full style of pronunciation by exaggerated articulation of vowel sounds. Statement of vowels based on the synthesis of visual, motor and auditory associative images. The second stage is the formation of a specifically exaggerated “entry into speech” by using a special rhythmic pattern of the “intonation cradle” (to prevent stuttering at the beginning of a phrase). The third stage is the formation of a specifically exaggerated rhythmic pattern of the “intonation cradle” in any phase of pronunciation to prevent possible hesitation. The fourth stage is the formation of a specifically exaggerated, continuous-drawn-out pronunciation of the connecting unions “and” and “yes” in the speech flow according to the “intonation cradle” model in order to achieve maximum continuity of the speech flow. The fifth stage is the formation of stop consonants as analogues of fricative ones, using aspiration to prevent convulsions of the labial and lingual sections of the articulatory apparatus. The sixth stage is the formation of a mixed use of full and colloquial styles of pronunciation in the speech flow in order to bring the rhythmic intonation side of stuttering speech as close as possible to the natural, colloquial style. The seventh stage is the formation of skills for the free, improvised use of the full style of pronunciation in various conditions of speech communication through game modeling of communication situations, as well as functional speech training in real life situations. Automation of these techniques based on the use of "reference texts", as well as on game models of speech situations. 17.5. Technology of formation of the intonation side. Tasks: Formation in students of the ability to correlate the theory of linguistics, psycholinguistics, psychology within the framework of the problem of "intonation" with the issues of correctional pedagogy, as well as the skills of structurally-content modeling of schemes and fragments of the examination of the pronunciation of speech, a systematic analysis of its results. 17.5.1. Paralinguistic means of communication. Intonation as a paralinguistic means of communication. Identification and definition of paralinguistic means of communication, their psychological and psycholinguistic characteristics. Connection of intonation with other paralinguistic means of communication, its meaning. Modern problems of intonation research (the study of intonation in linguistics, psycholinguistics, psychophysiology and pedagogy). 17.5.2. Ontogenesis of the intonational aspect of speech. Determination of the stages of early and late ontogenesis of speech intonation. The semantic content of the intonation of speech signals in young children. The advanced development of the intonational side of speech in comparison with the phonetic, lexical, grammatical sides. Speech intonation and register structure of a child's voice. Age periodization in the formation of voice formation (use of chest and head voice registers, mixed voice formation). Improving intonation as the functional improvement of the cerebral cortex (formation of auditory-motor coordination, coordination between hearing and voice). 17.5.3. Perception, understanding and reproduction of intonation. Characterization of the mechanisms of perception and reproduction of intonational structures. The connection of the mechanism of formation of intonation-colored speech with accompanying movements (arms, shoulders, facial muscles, chest), which change the resonant characteristics of the speech apparatus and with tension / relaxation of the muscles of the larynx and vocal folds. Development of perception standards (according to I. A. Zimnyaya), through which formal signs and signal values of intonation patterns are deciphered. The communicative dimension and its significance for the process of generation or vocalization of an utterance. Speech signal as a result of a complex interaction of three levels of speech production - vocal, segmental and suprasegmental. 17.5.4. Relationship between emotion and intonation. Characteristics of regular intonationally revealed subjective-modal meanings in speech. Types of Emotions: 1) uncontrollable emotional phenomena characteristic of a person as a biological being; 2) feelings and expressions of will, which are elements of human social behavior. Connection of intonation with emotions of the second type: codified, stylized and structured nature of the expression of emotions of the second type in speech. Interpretation of the system of emotions of the second type through its acoustic correlates. A limited number of prosodic signals (range of melodic movement, its register, shape of the melodic contour, intensity and duration of pronunciation) used to express stylized emotions. The study of intonation in psychology as a means of expressing the emotional-volitional side of speech. 17.5.5. Methods of studying the intonational side of speech in children. Selection of means and methods for studying intensive, frequency and temporal elements of intonation; formulation of instructions, definition of parameters for analysis of survey results. Creation of possible structural models of fragments of the examination of the intonational side of speech and the rationale for their use in the examination of children with specific forms of speech pathology. Determination of diagnostic and prognostic possibilities of using specific types of tasks in the examination process. 17.5.6. Carrying out fragments of examination of the intonation sphere in children with various speech pathologies and analysis of examination data. The use of existing methods for studying intonational means of formulating an utterance, updating specific techniques, their distribution within various areas (examination of the respiratory and voice-forming functions as a basis for realizing the features of perception of intonation structures; examination of the possibilities of reproducing intonational structures). Analysis of experimental materials and formulation of conclusions based on its results.

Literature

1. Artemov V. A. Psychology of speech intonation. Part 1.-M., 1976. 2. Babina G. V., Volosovets T. V., Garkusha Yu. F., Ides R. E. The program of psychological and pedagogical practice of junior students. 3. Belyakova L. I. Romanchuk I. Z. Peculiarities of the intonation side of speech of school students for children with severe speech disorders // Problems of education and training in abnormal development of speech. -M., 1989. 4. Gvrzdev A. N. Assimilation by a child of the sound side of the Russian language / / Issues of studying children's speech. - M., 1961. 5. Glinkina G. A. I will speak, read, write correctly. - St. Petersburg, 1999. 6. Glinka G. A. Develop thinking and speech. - St. Petersburg, 1999. 7. Zeeman M. Speech disorders in childhood.-M., 1962. 8. Kozlyaninova O. P., Chareli E. M. Secrets of our voice. - Yekaterinburg, 1992. 9. A comprehensive methodology for psychomotor correction / ed. A. V. Semenovich.-M., 1998 10. Correctional and pedagogical work in preschool institutions for children with speech disorders: Method pos. / Ed. Yu. F. Garkushi.-M., 1999. 11. Speech therapy: Uche6b settlement / Ed. L. S. Vlokova-M., 1998. 12. Fundamentals of the theory and practice of speech therapy.-M., 1968. 13. Speech disorders in children and adolescents.-M., 1969. 14. Tkachenko T. A. Logopedic notebook. Development of phonemic perception and sound analysis skills. St. Petersburg, 1998, 2000. 15. Filicheva T. B., Cheveleva N. A. Logopedic work in a special kindergarten.-M., 1987. 16. Fomicheva M. F. Education in children of the correct pronunciation.-M., 1989. 17. Chareli E. M. Speech and health: Educational settlement. Yekaterinburg, 1996.18. Speech therapy workshops. The course is designed for 24 practical lessons; individual questions of the course are submitted for independent study. Forms of control: offset. 18.1. Organization of joint work of a speech therapist and kindergarten teacher for children with speech disorders. Task: Familiarization of listeners with the work of a kindergarten for children with speech disorders. 18.1.1. The main directions of general pedagogical and correctional work in kindergarten for children with severe speech disorders. Familiarization of students with the functions of a speech therapist, educator, psychologist, music director and educator in physical education, the features of correctional and pedagogical work in a children's educational institution for children with speech disorders. Acquaintance with the equipment of the methodologist’s, educator’s, psychologist’s, music director’s and physical education teacher’s offices, etc. 18.1.2. Acquaintance with the specifics of the activity of a speech therapist in a kindergarten. Visiting frontal, subgroup and individual speech therapy classes, conversations with speech therapists of groups for children with phonetic and phonemic underdevelopment of speech, general underdevelopment of speech, stuttering. Brief psychological and pedagogical characteristics of the contingent of children in these groups. Discussion of the classes attended. The study of the equipment of speech therapy classes. 18.1.3. Acquaintance with the specifics of the activities of the teacher of the speech therapy group of the kindergarten. The study of program materials for education and training in kindergartens, analysis of long-term and calendar plans for general education and correctional and developmental work in speech therapy groups of various types. Conversation with educators and methodologist d / s. Monitoring the activities of the educator related to the preparation of the sensory base of preschoolers for the development of correct speech in and out of the classroom. 18.1.4. Features of the work of the kindergarten team with families of children with speech disorders. Discussion (with a speech therapist, psychologist, educator) of the peculiarities of coordinating the work of the kindergarten team with parents, the problems of increasing the pedagogical competence of parents, the issues of teaching parents some methods of corrective work. 18.1.5. Monitoring the work of teachers of various profiles with children with speech disorders. Consistent acquaintance with the specifics of the activities of a music director and a physical education teacher. Attending musical-rhythmic and physical education classes, establishing the corrective orientation of these classes. 18.1.6. The study of the personal files of children with speech disorders. Acquaintance with medical and pedagogical documentation. The study of speech cards, individual notebooks, children's work. Analysis of information obtained in the process of studying the personal files of children. 18.1.7. Supervising the children during the lessons. Drawing up an observation plan and monitoring the activities of children in speech therapy classes, in the classes of an educator, music director, etc., during regime moments. Discussion of the results of observation. Acquaintance of students with the principles of compiling psychological and pedagogical characteristics for a child of preschool age. 18.1.8. Teaching students the preparation and conduct of certain forms of correctional and educational work. Participation of students in the preparation and conduct of fragments of classes with children (game, didactic, frontal and individual) as an assistant teacher. Carrying out by students of certain types of correctional and educational work. 18.2. Individual forms of speech therapy classes. Task: Professional and practical preparation of students for the organization and conduct of individual classes in the process of correctional and methodological work with children. 18.2.1. Individual lessons as a special form of organization of speech therapy work with children. Principles of organizing individual work with children. Familiarization with the system of planning and conducting individual work of a speech therapist in a kindergarten for children with speech disorders. Specifics of individual work in various types and current plans of individual lessons with children with dyslalia and rhinolalia. 18.2.2. Examination of children as the most important stage of preparation for individual lessons. The study of personal files, speech cards, individual notebooks of children. Participation in speech therapy examination of children and discussion of its results. Preparation by students of fragments of protocols for examining the articulatory apparatus, the pronunciation side of speech and phonemic perception. Carrying out fragments of the survey with subsequent analysis and drawing up conclusions. 18.2.3. Tasks and content of individual lessons with children with dyslalia and rhinolalia at different stages of work. Directions of individual work with children with a certain form of speech pathology. Formulating the tasks of an individual lesson in accordance with the leading areas of work. Principles of selection of speech and didactic material. Lesson structure. The dependence of the content of the lesson on the stage of individual work in general and on the stage of work on a specific sound (initial, advanced, final). 18.2.4. Observation and analysis of various sections of individual speech therapy sessions with children. Analysis of the structure of speech disorders in preschoolers selected by a speech therapist for open individual lessons. Observation and analysis of classes, including the following sections: the formation of articulatory motility; development of phonemic perception; staging, automation and differentiation of sounds; the formation of breathing, voice, intonation side of speech. 18.2.5. Planning, development and conduct by students of fragments of individual lessons on the development of articulatory motor skills. The state of articulatory motility in children with dyslalia and rhinolalia. Drawing up long-term and current plans for work on articulation. Selection of articulation exercises of a general and particular nature and their distribution in the structure of the lesson. Development of fragments of a lesson on the development of articulatory motor skills. Conducting and analyzing fragments of classes. 18.2.6. Planning, development and conduct by students of fragments of individual lessons on the development of phonemic perception. Characterization of the features of phonemic perception of children with dyslalia and rhinolalia. Drawing up long-term and current plans for work on phonemic perception. Types of tasks for the development of phonemic perception. Development of fragments of a lesson on the development of phonemic perception. Conducting and analyzing fragments of classes. 18.2.7. Planning, development and conduct by students of fragments of individual lessons on the production and automation of sounds. Violations of sound pronunciation with dyslalia, complex dyslalia, rhinolalia. Prospective planning of work on the correction of sound pronunciation. Mastering different ways of staging sounds. Automation of sounds in syllables, words, phrases, microtexts. Requirements for the selection of speech material for the automation of sounds at various stages of work on sound pronunciation. Development of fragments of a lesson on staging and automating sounds. Conducting and analyzing fragments of classes. 18.2.8. Planning, development and conduct by students of fragments of individual lessons on the differentiation of sounds. Difficulties in differentiating sounds in children with dyslalia and rhinolalia. Current planning work on the differentiation of sounds. Creation of sets of oppositional phonemes for differentiation, differentiation of phonemes according to hardness-softness, deafness-voicedness, according to the method and place of formation. Features of work on the differentiation of sounds at the initial and advanced stages. Requirements for the selection of speech material for the differentiation of sounds. Development of fragments of a lesson on the differentiation of sounds. Conducting and analyzing fragments of the lesson. 18.2.9. Planning, development and conduct by students of fragments of individual lessons on the formation of speech breathing, voice and intonation side of speech in children with rhinolalia. Characteristics of the features of speech breathing, voice and intonation of speech in children with rhinolalia. Prospective and current work planning. Selection of tasks for work on the voice in the preoperative and postoperative periods. Development of fragments of classes, their conduct and analysis. 18.2.10. Creation of models of individual lessons with children at different stages of correctional work. Features of the initial, advanced and final stages of corrective work on sound pronunciation. Priority areas of work at each stage. Drawing up plans - summaries of individual lessons for each stage. Discussion of the developed models of classes. Conducting individual lessons on the proposed models. 18.2.11. Interpretation of examination materials, diagnostic data as a basis for creating individual correctional programs. Analysis of the results of the examination of children, description of the structure of the speech defect, determination of the leading violation in the structure of the speech defect, drawing up conclusions on the sections of the examination and the general conclusion, formulating diagnostic and methodological conclusions. Making speech cards. 18.2.12. Planning, content and organization of individual and subgroup speech therapy sessions with children with different forms of speech pathology. Drawing up a long-term plan of individual work, based on the results of a speech therapy examination. Requirements for the content and organization of individual lessons with children with different forms of speech pathology. Sections of speech and non-speech work in individual lessons with children with dysarthria, alalia, stuttering, dysgraphia. 18.2.13. Main sections and content of individual speech therapy programs for dyslalia. Sections of work: the formation of an articulatory base, the development of phonemic perception, the formation of sound pronunciation. Creation of models of individual work programs with children with acoustic-phonemic, articulatory-phonemic, articulatory-phonetic forms of dyslalia. Methodological characteristics of the main components of the individual program: tasks and content of the work in sections; guidelines for the implementation of the content of each section of the program. 18.2.14. The main sections and content of individual programs of speech therapy work with rhinolalia. Sections of the work: the development of speech breathing, work on the voice, the development of the articulation apparatus, the formation of sound pronunciation, the development of phonemes of attic perception. Creation of models of individual programs of work with children with rhinolalia in the pre- and postoperative periods. 18.2.15. The main sections and content of individual programs of speech therapy for dysarthria. Sections of speech work: the formation of articulatory motor skills, the development of speech breathing, work on the voice, the formation of sound pronunciation, the development of phonemic perception, the development of the rhythmic and intonation side of speech. Non-speech work: the formation of general and fine motor skills, the development of higher mental functions (memory, attention, mental operations, optical-spatial orientation, etc.). Creation of models of individual programs of work with children with dysarthria. 18.2.16. The main sections and content of individual programs of speech therapy work with alalia. Sections of speech work: the formation of the phonetic and phonemic side of speech, the enrichment of vocabulary, the formation of the grammatical structure of speech, the formation and improvement of coherent speech. Nonverbal work. Creation of models of individual programs for working with children with alalia with different levels of speech development. 18.2.17. The main sections and specifics of the content of individual speech therapy programs for dysgraphia and dyslexia. Sections of the work: development of phonemic perception (improving the differentiation of phonemes, taking into account acoustic and articulatory features), the formation of optical-spatial orientation, the development of motor functions, including the development of complex parameters of hand movement, the development of rhythmic organization of movements, the formation of graphomotor skills, the improvement of syllabic word structure, the formation of skills in phonemic, syllabic, sound-letter analysis and synthesis, etc. Creation of models of individual programs for working with children with various forms of dysgraphia and dyslexia. 18.2.18. Analysis of positive and negative samples of individual correctional programs designed to work with children with different forms of speech pathology. Establishment of parameters (criteria) for analyzing the content of individual correctional programs (for each of the sections). Carrying out the analysis taking into account the relevant parameters. Substantiation of the correctional and methodological expediency of sections of the program, speech and didactic material, methods aimed at implementing a specific program. Evaluation of the effectiveness of the proposed methods, forecasting the results of their application. 18.3. Frontal forms of speech therapy. Tasks: The formation of professional competence among students, in particular such components as subject competence (the ratio of theory in pedagogy, speech therapy, psychology, special psychology and other disciplines with the realities of the correctional pedagogical process) and methodological competence (accumulation of experience in using existing methods of studying and teaching children with speech disorders). 18.3.1. Organization of speech therapy assistance to children with speech disorders in various types of educational institutions. Familiarization of students with the features of the organization and the content of correctional and pedagogical work at school. Directions of work and types of correctional classes. 18.3.2. Study of the contingent of children of an educational institution. Study of documentation for children. Observation of fragments of a speech therapy examination. Participation in the discussion of the survey results. Preparation by listeners of protocols (fragments) of examination of motor functions and speech in sections. Carrying out fragments of the survey with subsequent analysis and drawing up conclusions (by sections). Formulation of conclusions of ascertaining, diagnostic and corrective-methodical character. 18.3.3. Methodological bases for conducting frontal correctional-oriented classes with children with severe speech disorders.

The second stage is the formation of a specifically exaggerated "entry into speech", by using a special rhythmic pattern of the "intonation cradle" (to prevent stuttering at the beginning of a phrase).

The third stage is the formation of a specifically exaggerated rhythmic pattern of the “intonation cradle”2 in any phase of pronunciation to prevent possible hesitation.

The fourth stage is the formation of a specifically exaggerated, continuous-drawn-out pronunciation of the connecting unions “and” and “yes” in the speech stream according to the “intonation cradle” model in order to achieve maximum continuity of the speech stream.

The fifth stage is the formation of stop consonants as analogues of fricative ones, using aspiration to prevent convulsions of the labial and lingual sections of the articulatory apparatus.

The sixth stage is the formation of a mixed use of full and colloquial styles of pronunciation in the speech stream in order to bring the rhythmic intonation side of stuttering speech as close as possible to the natural, colloquial style.

The seventh stage is the formation of the skills of free, improvised use of the full style of pronunciation in various conditions of speech communication, through game modeling of communication situations, as well as functional speech training in real life situations.

Automation of these techniques based on the use of "reference texts", as well as on game models of speech situations.

1. Sample essay topics.

· Meaning of tempo-rhythm (psychophysiological and psycholinguistic aspects).

· Scientific theories linking the linguistic parameters of the language (N. P. Bekhtereva, N. I. Zhinkin, M. M. Koltsova, M. I. Lokhov, L. V. Chistovich, etc.).

· The role of speech rhythm in poetry and chants.

The meaning of the syllable as the basic unit of pronunciation and perception of speech.

· The role of rhythm as the "skeleton of the word", in the organization of the speech flow in the central nervous system, in the processes of word recognition.

· Linguistic aspect of the study of tempo-rhythm.

Characteristics of intonation in normal and stuttering.

Temporal elements of speech activity

Features of the intonation system of stutterers.

· K.S.Stanislavsky's method about the art of mastering the "tempo-rhythm" of movement and speech in the preparation of actors.

· The use of different intonational styles as the basis of speech therapy technologies in the formation of smooth speech of stutterers.

The role of the full pronunciation style described in the works of the linguist L. V. Shcherba

· Justification of the use of the full style of pronunciation as a means of excluding the reduction of pronunciation to restore the tempo-rhythm-intonation side of the speech of stutterers.

· Description of the main methodological techniques aimed at correcting the tempo-rhythmic side of speech.

· Linguistic and psychological parameters, the possibility of using each of them in the communication process, the specifics of training. Guidelines.

2. Compilation of an additional list of bibliographies.

3. Group work

A) Drawing up a set of development exercises:

respiratory;

tempo-rhythmic abilities of a logopath;

speech self-regulation.

Selection of exercises for fragments of classes on the development of breathing and voice.

Analysis and introspection of conducting fragments of classes for stutterers.

Compilation and modeling of fragments of classes for stutterers.

B) Development of presentations on topics:

Technologies for the formation of the tempo-rhythmic organization of oral speech in stuttering.

Psychophysiological and linguistic aspects of the study of tempo-rhythm. Characteristics of intonation in stuttering.

Means for restoring the tempo-rhythm-intonation side of speech. Formation of speech breathing, rational voice delivery and voice leading.

Development of the prosodic tone of speech.

Formation of practical skills aimed at developing the skills of speech self-regulation of the tempo-rhythm of stutterers.

Automation of speech self-regulation skills and their introduction into speech communication.

Techniques for correcting the tempo-rhythm of stutterers.

Speech therapy assistance system for stuttering

Technology of examination of children suffering from tempo-rhythmic disorders.

4. Selection of speech material for automation (differentiation) of specific sounds.

5. Drawing up a long-term work plan for correcting sound pronunciation (taking into account the structure of the defect).

6. Drawing up an individual work plan (on a given topic).

7. Anatomical and physiological mechanisms of activity of the articulatory apparatus.

8. Features of the structure and functioning of the human respiratory system.

9. Technology of examination of speech breathing.

10. Development of the mobility of the muscles of the face of the articulatory apparatus in ontogenesis.

11. Technology for examining the mobility of the muscles of the face of the articulatory apparatus.

13. Technology of articulatory gymnastics in the process of speech therapy. Requirements for conducting articulation gymnastics.

14. Psychophysiological foundations of the formation of pronunciation skills in the process of correcting the shortcomings of sound pronunciation.

Testing

Final module

· Differentiated test, test

An indicative list of questions for the test

1. Psychological and psycholinguistic characteristics of paralinguistic means of communication.

2. Analysis of works devoted to the problem of studying intonation.

3. The formation of the intonational side of speech is normal.

4. Characterization of the mechanisms of perception and reproduction of intonational structures.

5. The study of intonation as a means of expressing the emotional side of speech.

6. The study of various elements of intonation in children with normal and impaired speech activity.

7. Characteristics and analysis of techniques and methods of working on intonation used in speech therapy.

9. The value of the tempo-rhythm in the development of speech in the norm (psychophysiological and psycholinguistic aspects).

State Educational Institution of Higher Professional Education "Moscow State University for the Humanities"

"I approve"		"I approve"
Vice Rector for Academic Affairs	Head department


______________________	___________________
	The decision of the meeting of the department
	protocol dated 01.01.2001

Training and metodology complex

DPP. F.12.5 Technology for the formation of the tempo-rhythmic organization of oral speech in stuttering

Direction: 050715 Speech therapy

Compiled by: , associate professor

Moscow 2013

Ministry of Education and Science of the Russian Federation

State Educational Institution of Higher Professional Education "Moscow State University for the Humanities"

I approve the department

_______________________

Meeting decision

Department Protocol No. _1_

I.discipline program"Technology for the formation of the tempo-rhythmic organization of oral speech in stuttering"

Direction: 050715 Speech therapy

Compiled by: _ . assistant professor_

(position)

Moscow 2013

Introduction. main content of the program.

DPP. F.12

Logopedic technologies

Technology of examination and formation of the pronunciation side of speech.

Speech technology.

Technology of examination of motor functions .

Technology of formation of the intonational aspect of speech. Technology for the formation of the tempo-rhythmic organization of oral speech in stuttering. Psychophysiological and linguistic aspects of the study of tempo-rhythm. Characteristics of intonation in stuttering. Means for restoring the tempo-rhythm-intonation side of speech. Formation of speech breathing, rational voice delivery and voice leading. Development of the prosodic side of speech. Formation of practical skills aimed at developing the skills of speech self-regulation of the tempo-rhythm of stutterers. Automation of speech self-regulation skills and their introduction into speech communication. Gradual mastery by students of various techniques for correcting the tempo-rhythm of stutterers.

The subject is an obligatory compulsory discipline and belongs to general professional disciplines (speech therapy technologies).

1. EXPLANATORY NOTE

The course program is intended for students of the 4th year (8th semester) of the department of speech therapy.

The purpose of the theoretical part of the course: the need to develop students' knowledge, skills and abilities to use various speech therapy technologies (methodological methods, methods, techniques) aimed at normalizing the tempo-rhythmic side of the speech of stutterers, as one of the elements in the system of complex rehabilitation of stutterers of different ages.

It is known that stuttering is a form of speech pathology with an extremely complex structure of an expressive speech defect. The phenomenological properties of stuttering are the presence of combined symptoms of speech and non-speech character. The basis for the manifestation of speech symptoms is speech convulsions, leading to discoordination of three peripheral control systems (respiratory, voice-forming, articulatory). In expressive speech, more or less pronounced violations of the tempo-rhythmic organization are noted in the form of convulsive stammers that provoke inappropriate pauses, perseverations, the use of embolisms, speech editing, impoverishing statements. Sometimes the convulsive spasms last for a few seconds, making communication difficult for stutterers.

All these phenomena are reinforced and intensified by means of psychological symptoms, which are based on a different degree of severity of fear of speech due to situational and communicative dependence (from speech excitement and feelings of anxiety in the process of communication to the manifestation of severe anxiety, emotional tension, extreme frustration, up to a state of close emotional stress). The manifestation of negative mental states is accompanied by a variety of vegetative reactions, motor tricks, which sometimes acquire the character of ritual actions and are accompanied by varying degrees of muscle tension that do not take part in the speech act.

Frequent repetition of speech failures leads to the formation of the so-called cunning-communicative behavior aimed at avoiding problematic situations of communication, narrowing the circle of contacts with people, which subsequently reduces the social adaptation of stutterers in general.

Taking into account the phenomenology of stuttering, the program content of this course is based on the knowledge that students have, acquired by them within the framework of the course “Speech Therapy. Stuttering” (7th semester). The study of the course “Speech therapy technology” takes place in parallel with the further study of the program material for the course “Speech therapy. Stuttering". Such continuity allows students to more consciously and competently learn the directions, principles, stages and basic methodological techniques of speech therapy correction, as the basis of professional skills in the formation of smooth speech of stutterers in the system of their complex rehabilitation.

At the same time, the basis for theoretical understanding of this course by students is a preliminary study of the special disciplines “Intonology and its significance for correctional pedagogy” (4th semester) and “Psycholinguistics” (6th semester).

In this regard, the main goals of the theoretical part of the course are to consolidate the existing and form additional theoretical ideas about the psychophysiological and psycholinguistic meanings of the tempo-rhythm, as an organizing biological principle for the preservation and restoration of the human body, on the one hand, and as an organizing motor-motor stereotype, on the other. sides. The complexity of conscious control of the speech rhythm is emphasized, as developed in early childhood and realized automatically; clarifies the special role of speech rhythm in poetry and chants to create continuous verbal images penetrating into the sphere of the unconscious; the meaning of the syllable as the main unit of pronunciation and perception of speech is explained, and the concept of the syllable as a structural element of the syntagma (complete thought) is formed when a number of consecutive syllables are combined in a certain rhythm; the tempo and rhythm of speech are qualified as elements of intonation, the functions of intonation are determined, where special attention is paid to temporal elements and speech rhythm; the concepts of various intonational styles and their functional significance are clarified.

The purpose of the practical part of the course is to consolidate theoretical concepts and develop practical skills aimed at developing the skills of speech self-regulation of the tempo-rhythm of stutterers, automating these skills and introducing them into speech communication. In this regard, it is proposed that students gradually master various types of speech techniques for correcting the tempo-rhythm of speech, where special attention is paid to the full style of pronunciation, as the one that best meets the requirements of communication. The concept of “reference text” is introduced, the requirements for its selection as a necessary element of training are specified.

At the end of the course, a test check of the acquired knowledge and skills of students is carried out, by demonstrating on the speech material specially selected by them (“reference texts”) the possibilities of using various options for speech therapy technologies to form the smooth speech of stutterers.

The course is designed for 19 hours of lectures, 18 hours of laboratory classes; individual questions of the course are taken out for independent work. Offset. Intra-semester certification is carried out in the form of a test.

2. Volume of discipline and types of educational work

Types of occupations	Total hours
General labor intensity
Auditory lessons

Practical classes (seminars)
Laboratory studies
Independent work
Indicate other types of work (if any), including course projects, abstracts
Type of final control (test, exam)

	Section of discipline (or discipline topics)
	The value of the tempo-rhythm (psychophysiological and psycholinguistic aspects)
	Linguistic aspect of the study of tempo-rhythm. Characteristics intonation in normal and stuttering
	The study of means for restoring the tempo-rhythm-intonation side of speech
	Characteristics of the main methodological techniques aimed at correcting the tempo-rhythmic side of speech
	An in-depth study of selected, most effective technologies
	The first stage of training (goals,
	The second stage of training (goals,
	The third stage of training (goals,
	The fourth stage of learning (goals,
	The fifth stage of training (goals,
	The fifth stage of training (goals,
	The sixth stage of training (objectives,

Topic 1. The meaning of tempo-rhythm (psychophysiological and psycholinguistic aspects).

The study of scientific theories that link the linguistic parameters of the language, in particular its rhythmic properties, with the features of human psychology and physiology (, etc.). The role of speech rhythm in poetry and chanting. The meaning of the syllable as the basic unit of pronunciation and perception of speech. The role of rhythm as the “skeleton of the word”, in the organization of the speech flow in the central nervous system, in the processes of word recognition.

Topic 2. Linguistic aspect of the study of tempo-rhythm. Characteristics of intonation in normal and stuttering.

Definition of intonation, its functions, acoustic parameters, units and elements of intonation. The meaning of temporal elements and speech rhythm. Definitions of tempo and rhythm of speech. The syllable as a structural element of the syntagma. Syntagma (complete thought) as a sequential combination of a number of syllables in a certain rhythm. The concept of various intonation styles and their functional significance. Features of the intonation system of stutterers.

Topic 3. The study of means for restoring the tempo-rhythm-intonation side of speech.

Stanislavsky about the art of mastering the "tempo-rhythm" of movement and speech in the preparation of actors. The use of different intonational styles as the basis of speech therapy technologies in the formation of smooth speech of stutterers. The role of the full pronunciation style described in the writings of a linguist. Its features, difference from conversational style, communicative properties, models of use in communication situations. Justification for the use of the full style of pronunciation as a means of excluding the reduction of pronunciation to restore the tempo-rhythm-intonation side of the speech of stutterers.

Topic 4. Characteristics of the main methodological techniques aimed at correcting the tempo-rhythmic side of speech.

Methodical techniques: slow pronunciation, rhythmic speech, pronunciation by syllable, synchronization of speech with the movements of the fingers of the dominant hand, speech-conducting, full pronunciation style.

Linguistic and psychological parameters, the possibility of using each of them in the communication process, the specifics of training. Guidelines.

Topic 5. In-depth study of individual, most effective technologies.

Methodological recommendations for teaching the full style of pronunciation. Step-by-step training in the full style of pronunciation in order to restore the tempo-rhythm-intonation side of the speech of stutterers. The use of "reference texts" and the principles of their selection to automate the skills of fluent speech (viewing video recordings of remedial classes with stutterers of different ages).

Topic 6. The first stage of training (goals, objectives, content).

Formation of a slow full style of pronunciation by exaggerated articulation of vowel sounds. Statement of vowels based on the synthesis of visual, motor and auditory associative images. Automation of exaggerated articulation of vowels using “reference texts”.

Topic 7. The second stage of training (goals, objectives, content).

Formation of a specifically exaggerated "entry into speech" by using a special rhythmic pattern of "intonation cradle" to prevent stuttering at the beginning of a phrase). Automation of this technique based on the use of "reference texts".

Topic 8. The third stage of training (goals, objectives, content).

Formation of a specific exaggerated rhythmic pattern of “intonation cradle” in any phase of pronunciation to prevent possible hesitation. Automation using “reference texts”.

Topic 9. The fourth stage of training (goals, objectives, content).

Formation of specifically exaggerated, continuous-drawn-out pronunciation of the connecting unions “and” and “yes” in the speech flow according to the “intonation cradle” model in order to achieve maximum continuity of the speech flow. Automation based on “reference texts”.

Topic 10. The fifth stage of training (goals, objectives, content).

Formation of stop consonants, as analogues of fricative ones, using aspiration to prevent convulsions of the labial and lingual sections of the articulatory apparatus. Automation using “reference texts”.

Topic 11. The sixth stage of training (goals, objectives, content).

Formation of the mixed use of full and colloquial styles of pronunciation in the speech flow, given by the leader and spontaneously used by patients, in order to bring the rhythmic-intonation side of stuttering speech as close as possible to the natural, conversational style. Automation taking into account "reference texts", as well as on game models of speech situations.

Topic 12. The seventh stage of training (goals, objectives, content).

Formation of skills of free, improvised use of the full style of pronunciation in various conditions of speech communication, through game modeling of communication situations, as well as functional speech training in real life situations.

Seminar No. 1.

Scientific and theoretical foundations for the study and

overcoming violations of the tempo of speech.

Questions to the topic:

1. The main provisions of scientific research, etc. to determine the problem of speech tempo disorders.

2. Causes of violations of the pace of speech.

3. Classification of speech tempo disorders.

4. Types of takhilalia.

Literature:

3. Seliverstov of consistency and systematicity in speech therapy classes with stuttering schoolchildren. - Speech therapy. Methodological heritage: A guide for speech therapists and students. defectol. fak. Pedagogical Universities / Ed. : in 5 books. - M .: VLADOS, 2003. - book. II: Violations of the pace and rhythm of speech: Stuttering. Bradilalia. Tahilalia.

Seminar No. 2-4

Questions to the topic:

1. Causes of bradilalia.

2. The mechanism of developmental disorders in bradilalia.

3. Psychological and pedagogical characteristics of patients with bradilalia.

5. Organization of complex interaction of specialists in bradilalia.

Literature:

1. Khvattsev method of overcoming stuttering and features of its application for preschool children Accelerated speech. Slow speech. – Speech therapy. Methodological heritage: A guide for speech therapists and students. defectol. fak. Pedagogical Universities / Ed. : in 5 books. - M .: VLADOS, 2003. - book. II: Violations of the pace and rhythm of speech: Stuttering. Bradilalia. Tahilalia.

2. Kochergin tempo, rhythm and fluency of speech. - Speech therapy. Methodological heritage: A guide for speech therapists and students. defectol. fak. Pedagogical Universities / Ed. : in 5 books. - M .: VLADOS, 2003. - book. II: Violations of the pace and rhythm of speech: Stuttering. Bradilalia. Tahilalia.

Seminar No. 5-7.

Questions to the topic:

1. Etiology of tachilalia.

2. Pathogenesis of takhilalia.

3. Classification and characteristics of forms of takhilalia.

4. Psychological and pedagogical characteristics of patients with various forms of takhilalia (pure form, battarism, poltern).

5. The system of correctional and pedagogical work in takhilalia.

6. An integrated approach to overcoming takhilalia.

Literature:

2. Zeeman E. Children with accelerated speech (takhilalia). - Speech therapy. Methodological heritage: A guide for speech therapists and students. defectol. fak. Pedagogical Universities / Ed. : in 5 books. - M .: VLADOS, 2003. - book. II: Violations of the pace and rhythm of speech: Stuttering. Bradilalia. Tahilalia.

Seminar No. 8-10.

Examination of patients with speech tempo disorders.

Questions to the topic:

1. Principles of examination of patients with speech tempo disorders.

2. Stages of speech therapy examination of patients with speech tempo disorders.

3. Structural and content characteristics of speech therapy examination of patients with speech tempo disorders.

4. Psychological and pedagogical examination of patients with speech tempo disorders.

5. Medical examination of patients with speech tempo disorders.

Literature:

6. Educational and methodological support of discipline

1. a) basic literature

1. Speech therapy: methodological traditions and innovation: Educational method. allowance for stud. department of speech therapy ped. higher textbook institutions / Ed. S.N. Shakhovskaya, . - M.; Voronezh: Mosk. psychological and social in-t: MODEK, 20s. - (Library of a speech therapist).

2. Khvattsev, : book. for the teacher and stud. higher ped. textbook institutions: in 2 books. Book 1 / ; ed. , . - M.: VLADOS, 20s. - (Pedagogical heritage).

3. Khvattsev, : book. for the teacher and stud. higher ped. textbook institutions: in 2 books. Book 2 / ; ed. , . - M.: VLADOS, 20s. - (Pedagogical heritage).

b) additional literature

Andreev classes on the development of coherent speech of younger students. In 3 hours - Part 1: Oral connected speech. Vocabulary: a guide for a speech therapist /; ed. .- M.: Humanitarian, ed. center VLADOS, 2006.- 182 p.: ill.- (Correctional pedagogy).

2. Arkhipova work with children with cerebral palsy: Pre-speech period: Book. For a speech therapist. M. 2005 - the main one.

3. Arkhipova - speech therapy work to overcome erased dysarthria. M., 2008.

4. Arkhipova work with young children. M., 2005

5. Arkhipova massage for dysarthria. M., 2004.

Arkhipov correction of speech and mental development in children with cerebral palsy at an early age / .–M .: MGOPU, association “Humanist”, 1997.–86 p.

7. Arkhipov's pre-speech period in children suffering from cerebral palsy. // Questions of speech therapy. M.: MGPI, 1999. -

8. Arkhipov's dysarthria in children. M., 2006. - main.

Belyanin. Textbook/. - 2nd ed. - M .: Flint: Moscow Psychological and Social Institute, 2004. - 232p. , . Visual and didactic material for working with children with speech disorders (FFN and OHP). A manual for speech therapists and students of defectological facts ped. universities. - M.: ARKTI, 2003. Vinarskaya / - M.: AST: Astrel, Transitbook, 2005. - 141 p. Volkov psychological and logopedic examination of children with speech disorders. Issues of differential diagnosis / .-St. Petersburg: Childhood-Press, 2003.-144 p. Vorobyov of the development of coherent speech in children with systemic underdevelopment of speech: textbook. allowance / . - M.: ACT: Astrel: Transitbook, 2006. - 158 p. - (High School) Galperin as an object of linguistic research. - M .: Publishing house "Nauka", 1981. - 140s. Gvozdev studying children's speech / . - M.: Publishing House of the APN of the RSFSR, 1961. - T.1. – 472 p. Hegelia of pronunciation deficiencies in schoolchildren and adults / .-M .: Humanit. publisher center Vlados, 1999.-240 p. Glukhov psycholinguistics: textbook. allowance for students of pedagogical universities. - M.: AST: Astrel, 2005. - 351, p. - (Graduate School).

18. Deaf formation of coherent speech of preschoolers with general underdevelopment. - M., 2001.

Deaf connected speech of preschool children with general speech underdevelopment. - M.: ARKTI, 2002. - 144 p. (The bib of a practicing speech therapist). Deaf connected speech of children of senior preschool age with general speech underdevelopment. Teaching aid. - M .: ARKTI, 2004. (Electronic version of the book, 2009), . Our children learn to tell: Visual and didactic material for speech therapists and educators. - M.: ARKTI, 2002. , . Our children learn to compose and tell: A methodological guide and visual and didactic material for speech therapists and teachers of correctional and mass preschool educational institutions. - Ed. 2nd. - M.: ARKTI, 2005. , . Our children learn to compose fairy tales: A methodological guide and visual and didactic material for speech therapists and teachers of correctional preschool educational institutions, as well as students of the defectological faculty of the university. - M.: ARKTI, 2005. Golubeva of violations of the phonetic side of speech in preschoolers /. SPb.: Soyuz, 2000. Diagnosis of speech disorders in children and the organization of speech therapy work in a preschool educational institution: Sat. methodical recommendations. - St. Petersburg: Detstvo-Press, 2001. - 240 p.

26., Kharitonova violations of oral and written speech: Textbook.-method. allowance. Mn., 2004.

Ermakova speech and voice in children and adolescents: Book. for a speech therapist / . - M .: Education, 1996. - 143 p. Efimenkov oral and written speech of primary school students. - M .: Education, 1991. , organization and methods of corrective work of a speech therapist at a school speech center. - M., Education, 1991. and others. Speech therapy. Overcoming the general underdevelopment of speech in preschoolers: Book. for a speech therapist /, . - Yekaterinburg: ARD LTD, 19s. (Series "Learn by playing")

31., Yasova of the pronunciation side of speech and their correction. - Mn., 2001.

Blinkov rehabilitation of children with developmental disabilities. - M., 2004. Krivovyazova connected speech: Educational and methodological manual. - M .: NMTsentr, 2000. , Serebryakova of general underdevelopment of speech in preschoolers (formation of vocabulary and grammatical structure). - St. Petersburg: SOYUZ, 1999. - 160p.; ill. Leontiev, speech, speech activity. – M.: Krasand, 201p.

36. Speech therapy / Ed. , . - M., 2003.

37. Speech therapy. Methodological heritage: A manual for speech therapists and students of defectological faculties of pedagogical universities: In 5 books. / Auto-stat. , ; Ed. .- M.: Vlados, 2003.

38. Speech therapy: Methodological heritage / Ed. : In 5 books. - M., 2003.

Lopatina work with preschool children with minimal dysarthria disorders / .-SPb.: Soyuz, 2004.-192 p. Luria and Consciousness / Ed. . - M .: Publishing house of Moscow University, 1979. - 320p. Lviv of the theory of speech: textbook. allowance / . - M.: Academy, 2002. - 248 p. Orlov's voices in children: a teaching aid /. - M.: AST: Astrel: Transitbook, 2005. - 125 p. Overcoming the general underdevelopment of speech in preschool children. Teaching aid / Under the general. ed. . - M.: V. Sekachev, 2007. - 224 p. The development of speech of preschool children: A guide for the educator det. garden. / Ed. . - 2nd ed., corrected. - M.: Enlightenment, 1979. - 223 p., ill. Rubinshtein of general psychology - St. Petersburg: Publishing house "Piter", 2s.: ill. - (Series "Masters of Psychology"). Sadovnikova of written speech and their overcoming in younger schoolchildren. - M .: "Humanitarian Publishing Center VLADOS", 1997. Semenovich organization of mental processes in left-handers .- M .: Moscow State University, 1993., Inshakova of memory in children with dysgraphia // Teacher-defectologist: modern problems of training and improvement of work .- M .: MGPI im. , 1990. , Sobolev connected speech of preschoolers // Speech therapy today. - No. 2. - P.26-30 Dictionary of practical psychologist. - M.: AST, Harvest. . 1998. //http://psychology. ***** / Tikheeva speech of children (early and preschool age. - M .: Education, 1981 / , Tolpegina skills of brief retelling in younger students with severe speech disorders / / School speech therapist. - 2010. - No. - P. 67 -73 Tkachenko speak correctly. System for correcting general underdevelopment of speech in children aged 6. A guide for educators, speech therapists and parents. - M .: "Publishing house GNOM and D", 2003. - 112 pp. Ushakov speech of preschoolers. - M .: Publishing house at the Institute of Psychotherapy, 2001. - 256 pp., etc. Fundamentals of speech therapy: Textbook for students of pedagogical institutes on the specialty "Pedagogy and psychology (preschool)" /, .- M .: Education, 1989 .- 223 pp.: Ill. Filichev of the formation of speech in preschool children. Monograph. - M., 2000. - 314 pp. Filichev teaching and educating children with phonetic-phonemic underdevelopment (senior group of kindergarten) /, . - M .: 1998. Tsvetkova Accounts, Letters and Readings: Violation and Restoration, Moscow: Yurist, 1997 leads. - M.: Humanit. ed. center VLADOS, 20s.

61. Shcherbakova material for correcting pronunciation deficiencies in hearing-impaired children: Work on the pace of speech, intonation, orthoepy / .–Yaroslavl: Academy of Development, 2001.–79 p.

Elkonin oral and written speech of students / Ed. , . - M.: INTOR, 19s. , Bessonova - a methodological letter on the work of a speech therapist teacher at a speech therapy center at educational institutions. - M., 1996.

6.2. Means of Enforcing Discipline

Availability of classroom fund and literature, visits to basic institutions.

6.3. List of exemplary control questions and tasks for independent work

1. “Reference texts”, their content and form. How is the greatest effectiveness of training achieved when using them?

2. The concept of “intonation cradle”. Linguistic and psychological parameters. What explains the effectiveness of its use?

3. “The concept of “pacemaker mechanism”. What is the importance of restoring speech rhythm?

4. Functional speech training. Their combined use with various elements of the rehabilitation complex for stutterers (relaxation, bibliotherapy, kinesitherapy)?

5. The introduction of functional speech training in the model of game communicative situations. Justify the effectiveness of such training.

6.4. An approximate list of questions for the test (exam for the entire course)

1. The value of the tempo-rhythm in the development of speech in the norm (psychophysiological and psycholinguistic aspects).

2. Characteristics of violations of the tempo-rhythmic organization of speech of stutterers.

3. Characteristics of the tempo and rhythm of speech as units and elements of intonation.

4. The meaning of the syllable as the basic unit of pronunciation and perception of speech.

5. The concept of various intonation styles of speech and their functional significance.

6. The use of various intonational styles as the basis of speech therapy technologies for the formation of smooth speech of stutterers.

7. Features of the full style of pronunciation, in contrast to colloquial (communicative properties, patterns of use in communication situations).

8. Substantiation of the use of the full style of pronunciation as the main means of restoring the tempo-rhythm-intonation side of the speech of stutterers.

9. Stages of restoring the tempo-rhythm-intonation aspect of stuttering speech.

10. The main methodological techniques for restoring the tempo-rhythm-intonation side of the speech of stutterers. Use of reference texts.

11. Ways of formation of stable automated skills of continuous speech of stutterers in various communication conditions.

Electronic means of educational purposes.

A feature of the course is the use of computer software packages in mathematics during its study. To do this, computer science classes should provide for the study of computer programs "Derive", "MathCAD", etc. They allow you to perform symbolic calculations of limits, sums of series, derivatives, integrals, solve equations and inequalities, find the roots of polynomials, perform operations with vectors, matrices, solve differential equations, etc. This makes it possible not to spend a lot of time on working out the calculation technique, focusing on the methods themselves and, at the same time, consider much more examples and problems. The graphic capabilities of these programs make it possible to form the necessary geometric representations of functions of one and several variables, curves in a plane and in space, surfaces in space, etc.

1. Interactive system MATLAB (MathWork).

2. Computerized mathematical system Eureka (Borland Inc).

3. Excel spreadsheets.

● logoped. en– Educational and teaching aids for students and speech therapists - practitioners. A large number of methodological materials in various areas of speech therapy work, teaching aids in psycholinguistics.

● eq world.ipmnet.en- Section "Special education and upbringing". Interesting articles are given, links are given to defectological sites, programs, electronic libraries, etc. You can download a large number of books (pdf and djvu format), including works by domestic and foreign authors on psycholinguistics.

● dvoika.net- Textbooks for students: Special Pedagogy. Special psychology. Correctional pedagogy. Pedagogical technologies in the education and upbringing of children with developmental disorders. speech therapy, etc.

● tisbi.en- Demo version of the training system.

● vilenin.people.en- Faculty of Psychology, Moscow State University. Lectures, tickets, textbooks, etc. (materials from ca.)

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