Forms of work on the formation of the syllabic structure of the word in children with general underdevelopment of speech. Didactic games and exercises for the formation of the syllabic structure of the word

Every year the number of children suffering from general underdevelopment of speech increases. This type of impairment in children with normal hearing and intact intelligence is a specific manifestation of a speech anomaly, in which the formation of the main components of the speech system: vocabulary, grammar, and phonetics is impaired or behind the norm. Most of these children have some degree of distortion syllable structure of the word, which are recognized as leading and persistent in the structure of the speech defect in children with general underdevelopment of speech.

The practice of speech therapy work shows that the correction of the syllabic structure of a word is one of the priority and most difficult tasks in working with preschoolers with systemic speech disorders. It should be noted that this type of speech pathology occurs in all children with motor alalia, in whom phonetic speech disorders are not leading in the syndrome, but only accompany vocabulary disorders. The importance of this problem is also evidenced by the fact that the insufficient degree of correction of this type of phonological pathology at preschool age subsequently leads to the occurrence of dysgraphia in schoolchildren due to a violation of language analysis and synthesis of words and phonemic dyslexia.

Research by A.K. Markova on the features of assimilation of the syllabic structure of a word by children suffering from alalia shows that the speech of children is replete with pronounced deviations in the reproduction of the syllabic composition of a word, which are preserved even in reflected speech. These deviations are in the nature of one or another deformation of the correct sounding of the word, reflecting the difficulties in reproducing the syllabic structure. From this it follows that in cases of speech pathology, age-related disorders by the age of three do not disappear from children's speech, but, on the contrary, acquire a pronounced, persistent character. A child with a general underdevelopment of speech cannot independently master the pronunciation of the syllabic structure of a word, just as he is not able to independently learn the pronunciation of individual sounds. Therefore, it is necessary to replace the long process of spontaneous formation of the syllabic structure of a word with a purposeful and conscious process of teaching this skill.

Numerous studies carried out within the framework of the subject under consideration contribute to the clarification and concretization of the prerequisites that determine the assimilation of the syllabic structure of a word. There is a dependence of mastering the syllabic structure of a word on the state of phonemic perception, articulatory capabilities, semantic insufficiency, and the motivational sphere of the child; and according to recent studies - from the features of the development of non-speech processes: optical-spatial orientation, rhythmic and dynamic organization of movements, the ability to serially sequential information processing (G.V. Babina, N.Yu. Safonkina).

In the domestic literature, the study of the syllabic structure in children with systemic speech disorders is most widely represented.

A.K.Markova defines the syllabic structure of a word as an alternation of stressed and unstressed syllables of varying degrees of complexity. The syllabic structure of a word is characterized by four parameters: 1) stress, 2) the number of syllables, 3) the linear sequence of syllables, 4) the model of the syllable itself. The speech therapist must know how the structure of words becomes more complicated, how the structure of words becomes more complicated, and examine the thirteen classes of syllabic structures that are the most frequent. The purpose of this survey is not only to determine those syllabic classes that are formed in the child, but also to identify those that need to be formed. The speech therapist also needs to determine the type of violation of the syllabic structure of the word. As a rule, the range of these violations varies widely: from minor difficulties in pronunciation of words of a complex syllabic structure to gross violations.

Violations of the syllabic structure modify the syllabic composition of the word in different ways. Distortions are clearly distinguished, consisting in a pronounced violation of the syllabic composition of the word. Words can be deformed by:

1. Violations of the number of syllables:

a) Elysia - reduction (omission) of syllables): “hank” (hammer).

The child does not fully reproduce the number of syllables of the word. When the number of syllables is reduced, syllables may be omitted at the beginning of the word (“on” - the moon), in its middle (“gunitsa” - caterpillar), the word may not be agreed to the end (“kapu” - cabbage).

Depending on the degree of underdevelopment of speech, some children reduce even a two-syllable word to a one-syllable one (“ka” - porridge, “pi” - wrote), others find it difficult only at the level of four-syllable structures, replacing them with three-syllable ones (“button” - button):

Omission of a syllable-forming vowel.

The syllabic structure can be reduced due to the loss of only syllable-forming vowels, while the other element of the word, the consonant, is preserved (“prosonik” - a piglet; “sugar bowl” - a sugar bowl). This type of violation of the syllabic structure is less common.

b) Iterations:

An increase in the number of syllables by adding a syllable-forming vowel in the place where there is a confluence of consonants (“tarava” - grass). Such an elongation of the structure of the word is due to its peculiar dissected pronunciation, which is, as it were, the “unfolding” of the word and especially the confluence of consonants into constituent sounds (“airship” - airship).

2. Violation of the sequence of syllables in a word:

Permutation of syllables in a word (“devore” - a tree);

Permutation of the sounds of neighboring syllables (“gebemot” - hippopotamus). These distortions occupy a special place, in which the number of syllables is not violated, while the syllabic composition undergoes gross violations.

3. Distortion of the structure of a single syllable:

Reducing the confluence of consonants, turning a closed syllable into an open one (“kaputa” - cabbage); a syllable with a confluence of consonants - into a syllable without a confluence (“tul” - a chair).

This defect is singled out by T.B. Filichev and G.V. Chirkin as the most common when pronouncing words of various syllabic structures by children suffering from OHP.

Inserting consonants into a syllable (“lemon” - lemon).

4. Anticipation, those. likening one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).

5. Perseverations(from the Greek word for "I persevere"). This is an inert stuck on one syllable in a word (“pananama” - panama; “vvvalabey” - sparrow).

The most dangerous perseveration of the first syllable, because. this kind of disruption of syllabic structure can develop into stuttering.

6. Contamination - connecting parts of two words (“refrigerator” - refrigerator and bread box).

All of the listed types of distortions in the syllabic composition of a word are very common in children with systemic speech disorders. These disorders occur in children with speech underdevelopment at different (depending on the level of speech development) levels of syllabic difficulty. The delaying effect of syllabic distortions on the process of mastering speech is aggravated by the fact that they are highly persistent. All these features of the formation of the syllabic structure of a word interfere with the normal development of oral speech (accumulation of a dictionary, assimilation of concepts) and make it difficult for children to communicate, and also, undoubtedly, interfere with sound analysis and synthesis, therefore, interfere with learning to read and write.

Traditionally, when studying the syllabic structure of a word, the possibilities of reproducing the syllabic structure of words of different structures according to A.K. The complication lies in increasing the number and using different types of syllables.

Types of words (according to A.K. Markova)

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

Grade 2 - three-syllable words from open syllables (hunting, raspberries).

Grade 3 - monosyllabic words (house, poppy).

Grade 4 - two-syllable words with one closed syllable (sofa, furniture).

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

Grade 6 - two-syllable words with a closed syllable and a confluence of consonants (compote, tulip).

Grade 7 - three-syllable words with a closed syllable (hippopotamus, phone).

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

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

Grade 10 - three-syllable words with two consonant clusters (tablet, matryoshka).

Grade 11 - monosyllabic words with a confluence of consonants at the beginning of a word (table, cabinet).

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

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

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

In addition to the words that make up the 14 classes, the pronunciation of more complex words is also assessed: “cinema”, “policeman”, “teacher”, “thermometer”, “scuba diver”, “traveler”, etc.

The possibility of reproducing the rhythmic pattern of words, the perception and reproduction of rhythmic structures (isolated beats, a series of simple beats, a series of accented beats) is also being explored.

Types of jobs:

Name subject pictures;

Repeat the words reflected after the speech therapist;

Answer the questions. (Where do they buy groceries?).

Thus, during the examination, the speech therapist reveals the degree and level of violation of the syllabic structure of words in each case and the most typical mistakes that the child makes in speech, identifies those frequency classes of syllables whose syllabic structure is preserved in the child’s speech, classes of the syllabic structure of words that are rough are violated in the speech of the child, and also determines the type and type of violation of the syllabic structure of the word. This allows you to set the boundaries of the level available to the child, from which corrective exercises should be started.

Many modern authors deal with the correction of the syllabic structure of a word. In the methodological manual by S.E. Bolshakova “Overcoming violations of the syllabic structure of a word in children”, the author describes the reasons for the difficulties in forming the syllabic structure of a word, types of errors, and methods of work. Attention is paid to the development of such prerequisites for the formation of the syllabic structure of a word as optical and somato-spatial representations, orientation in two-dimensional space, dynamic and rhythmic organization of movements. The author suggests a method of manual reinforcement, which makes it easier for children to switch articulations and prevent omissions and substitutions of syllables. The order of mastering words with a confluence of consonants is given. The games of each stage contain speech material, selected taking into account speech therapy training programs.

The order of working out words with different types of syllabic structure was proposed by E.S. Bolshakova in the manual “Work of a speech therapist with preschoolers”, where the author suggests a sequence of work that helps to clarify the contour of the word. (Types of syllables according to A.K. Markova)

The teaching aid “Formation of the syllabic structure of a word: speech therapy tasks” by N.V. Kurdvanovskaya and L.S. Vanyukova highlights the features of correctional work on the formation of the syllabic structure of a word in children with severe speech disorders. The material is selected by the authors in such a way that when working on the automation of one sound, the presence in the words of other sounds that are difficult to pronounce is excluded. The given illustrative material is aimed at the development of fine motor skills (pictures can be colored or shaded), and the order of its location will help the formation of a syllabic structure at the stage of onomatopoeia.

In his manual “Speech therapy work to overcome violations of the syllabic structure of words in children”, Z.E. Agranovich also offers a system of speech therapy measures to eliminate in children of preschool and primary school age such a difficult-to-correct, specific type of speech pathology as a violation of the syllabic structure of words. The author sums up all the correctional work from the development of speech-auditory perception and speech-motor skills and identifies two main stages:

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;

Actually corrective (the work is carried out on verbal material and consists of several levels (the level of vowels, the level of syllables, the level of the word). The author assigns special importance at each level to “inclusion in the work”, in addition to the speech analyzer, also auditory, visual and tactile. The purpose of this stage – direct correction of defects in the syllabic structure of words in a particular child-logopath.

All authors note the need for specific targeted speech therapy work to overcome violations of the syllabic structure of the word, which is part of the general correctional work in overcoming speech disorders.

Conducting specially selected games in group, subgroup and individual speech therapy classes creates the most favorable conditions for the formation of the syllabic structure of a word in children with general underdevelopment of speech.

For example, the didactic game "Merry Houses".

This didactic game consists of three houses with pockets for inserting pictures, envelopes with a set of subject pictures for a variety of game options.

Option number 1

"Zoo"

Purpose: to develop the ability to divide words into syllables.

Equipment: three houses with a different number of flowers in the windows (one, two, three), with pockets for inserting pictures, a set of subject pictures: a hedgehog, a wolf, a bear, a fox, a hare, an elk, a rhinoceros, a zebra, a camel, a lynx, a squirrel, cat, rhinoceros, crocodile, giraffe…)

Game progress: the speech therapist says that new houses have been made for animals in the zoo. The child is invited to determine which animals can be placed in which house. The child takes a picture of an animal, pronounces its name and determines the number of syllables in the word. If it is difficult to count the number of syllables, the child is offered to “clap” the word: pronounce it by syllables, accompanying the pronunciation with clapping. By the number of syllables, he finds a house with the corresponding number of flowers in the window for the named animal and puts the picture in the pocket of this house. It is desirable that the children's answers be complete, for example: “In the word crocodile three syllables." After all the animals have been placed in the houses, it is necessary to say the words shown in the pictures again.

Option number 2

"Puzzles"

Purpose: development of the ability to guess riddles and divide into syllables words-guesses.

Equipment: three houses with a different number of flowers in the windows (one, two, three), with pockets for inserting pictures, a set of subject pictures: a squirrel, a woodpecker, a dog, a hare, a pillow, a wolf).

Game progress: the speech therapist invites the child to listen carefully and guess the riddle, find a picture with the guess word, determine the number of syllables in the word (clapping, tapping on the table, steps, etc.). By the number of syllables, find a house with the appropriate number of windows, insert a picture into the pocket of this house.

Who deftly jumps on the trees
And climbs oaks?
Who hides nuts in a hollow,
Dry mushrooms for the winter? (Squirrel)

Sleeping in a booth
The house is guarded.
Who goes to the owner
She lets you know. (Dog)

Filled with fluff
Is it under the ear? (Pillow)

Knocking all the time
Trees are hollowed out
But they are not crippled
But only heals. (Woodpecker)

White in winter
gray in summer
Doesn't offend anyone
And everyone is afraid. (Hare)

Who is cold in winter
Wandering angry, hungry. (Wolf)

You can simply use pictures whose names consist of a different number of syllables. The child takes a card, names the picture depicted on it, determines the number of syllables in the word and independently inserts it into the corresponding pocket of the house, depending on the number of flowers in the window.

In the domestic literature, the study of the syllabic structure in children with systemic speech disorders is most widely represented.

A.K. Markov defines the syllabic structure of a word as an alternation of stressed and unstressed syllables of varying degrees of complexity.

The syllabic structure of a word is characterized by four parameters:

1) impact,

2) the number of syllables,

3) a linear sequence of syllables,

4) the model of the syllable itself.

speech pathologist should know how the structure of words becomes more complicated, and examine the thirteen classes of syllabic structures that are the most frequent. The purpose of this survey is not only to determine those syllabic classes that are formed in the child, but also to identify those that need to be formed. The speech therapist also needs to determine the type of violation of the syllabic structure of the word. As a rule, the range of these violations varies widely: from minor difficulties in pronunciation of words of a complex syllabic structure to gross violations.

Words can be deformed by:

1. Syllable count disorders:

a) Elysia- reduction (omission) of syllables: "hank" (hammer).

Depending on the degree of speech underdevelopment, some children reduce even a two-syllable word to a one-syllable one (“ka” - porridge, “pi” - wrote), others find it difficult only at the level of four-syllable structures, replacing them with three-syllable ones (“button” - button).

Omission of a word-forming vowel.

b) Iterations

An increase in the number of syllables by adding a syllable-forming vowel in the place where there is a confluence of consonants ("tarava" - grass). Such an elongation of the structure of the word is due to its peculiar dissected pronunciation, which is, as it were, the “unfolding” of the word and especially the confluence of consonants into constituent sounds (“airship” - airship).

2. Violations of the sequence of syllables in a word:

Permutation of syllables in a word ("devore" - a tree);

Permutation of the sounds of neighboring syllables ("gebemot" - hippopotamus). These distortions occupy a special place, in which the number of syllables is not violated, while the syllabic composition undergoes gross violations.

3. Distortions in the structure of a single syllable:

This defect is singled out by Filichev and Chirkin as the most common in the pronunciation of words of various syllabic structures by children suffering from OHP.

Inserting consonants into a syllable ("lemon" - lemon).

4. Anticipations, i.e. likening one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).

5. Perseverations(from the Greek word for "I persevere"). This is an inert stuck on one syllable in a word (“pananama” - panama; “vvvalabey” - sparrow).

The most dangerous perseveration of the first syllable, because. this kind of disruption of syllabic structure can develop into stuttering.

6. Contamination- connecting parts of two words ("refrigerator" - refrigerator, bread box).

All of the above types of distortion syllabic composition of the word is very common in children with systemic speech disorders. These disorders occur in children with speech underdevelopment at different (depending on the level of speech development) levels of syllabic difficulty. The retarding effect of syllabic distortions on the process of mastering speech is aggravated by the fact that they are highly persistent. All these features of the formation of the syllabic structure of a word interfere with the normal development of oral speech (accumulation of a dictionary, assimilation of concepts) and make it difficult for children to communicate, and also undoubtedly interfere with sound analysis and synthesis, therefore, interfere with learning to read and write.

According to the type of violations of the syllabic structure of the word, it is possible to diagnose the level of speech development. Characterizing the levels of speech development, R.E. Levina highlights such features of the reproduction of the syllabic structure of the word:

First level- limited ability to reproduce the syllabic structure of the word. In independent speech of children, one- and two-syllable formations predominate, and in reflected speech there is a clearly noticeable tendency to reduce the repeated word to one or two syllables (cubes - “ku”).

Second level- children can reproduce the contour of words of any syllabic structure, but the sound composition is diffuse. The greatest difficulty is the pronunciation of monosyllabic and two-syllable words with a confluence of consonants in a word. Here, one of the adjacent consonants is often missing, and sometimes several sounds (a star is a “squeal”). In some cases, there is a shortening of polysyllabic structures (policeman - "any").

Third level- complete syllabic structure of words. Only as a residual phenomenon is a permutation of sounds, syllables (sausage - "cobalsa"). Violation of the syllabic structure is much less common, mainly when reproducing unfamiliar words.

T.B. Filicheva, characterizing the types of violation of the syllabic structure in children of the fourth level of speech development, notes that such children make, at first glance, a completely favorable impression. Understanding the meaning of the word, the child does not retain its phonetic image in memory.

The result is a distortion of sound filling in different versions:

1) perseveration (librarian - "librarian"),

2) permutations of sounds in a word and syllables (jacket - “jacket”),

3) elision (behemoth - "bimot"),

4) paraphasia (motorcyclist - “motorkilist”),

5) in rare cases - omission of syllables (cyclist - "cyclist"),

6) adding sounds and syllables (vegetables - “vegetables”).

Filichev notes that these violations relate to words of a complex syllabic structure. Children of the fourth level have no anticipation and contamination. The incompleteness of the formation of the sound-syllabic structure, the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. Violation of the syllabic structure of words persists in children with speech pathology for many years, it is detected whenever the child encounters a new sound-syllabic structure.

Speaking of Factors, causing a violation of the syllabic structure of a word, a number of authors note that the process of assimilation of the syllabic composition of a word is closely related to speech development in general, in particular, with the state of the phonemic (sensory) or motor (articulatory) capabilities of the child.

In case of dominance in the underdevelopment of speech disorders in the field of auditory perception in children, permutations of syllables, adding the number of syllables predominate. Assimilation of syllables and contraction of consonant clusters are rare and have a changeable character (i.e., the abbreviated version alternates with the unabbreviated one).

In the case of a predominance of speech underdevelopment disorders in the articulatory sphere, errors of the following types predominate: reduction in the number of syllables, and in a clear static form, assimilation of syllables to each other and reduction of consonant clusters.

In this way, word distortion depends not only on the level of speech underdevelopment, but also on its nature. In some cases, underdevelopment affects the shortcomings in mastering the syllabic composition of a word through deviations in the sensory sphere and the resulting difficulties in distinguishing syllabic contours. In other cases, due to the lack of formation of the articulatory sphere, difficulties arise in reproducing syllabic contours, in merging different syllables in a row.

A.K. Markova states that the mastery of the syllabic composition of a word is not directly dependent on the mastery of individual sounds. The inability to reproduce the syllabic structure of a word lasts longer than the shortcomings in the pronunciation of individual sounds The author argues that the isolated pronunciation of a sound and its pronunciation as part of a word represent tasks of varying difficulty for a child with speech underdevelopment. Even with the correct pronunciation of individual sounds (in an isolated position), the syllabic structure of the word, consisting of these sounds, is reproduced by the child distortedly. Moreover, the more complex the syllabic structures, the more numerous the distortions of sounds, i.e. the ability to pronounce the available sounds in the composition of words is closely related to the level of complexity of the syllabic structure. The reproduction of a syllabic structure given to the child (in terms of the number of syllables and stress) does not depend on the defectiveness of the sounds included in it: if the child reproduces a syllabic structure from correctly pronounced sounds, then he correctly pronounces it from defective ones as well.

In children with erased dysarthria there is an interdependence between fuzzy articulatory images and auditory differential features of sounds, which leads to a distortion in the formation of phonemic hearing. The insufficiency of phonemic hearing already at an early age inhibits the maturation of phonetic hearing, designed to follow the sequence of syllable rows in a child's speech. Given the motor difficulties associated with insufficient innervation of the muscles of the speech apparatus, as well as the presence of dyspraxic disorders, manifested in a chaotic search for the desired articulation or in switching difficulties, it is possible to understand the causes of syllabic structure disorders in children with erased dysarthria.

In the tutorial E.N. Vinarskaya and G.M. Bogomazov "Age phonetics" (2005) notes that in some children the rhythmic structure of the word is formed earlier, while in others syllables (root words) appear first. The authors see the reason for this in varying degrees of maturation of kinesthetic or auditory sensitivity. So, with the advantage of kinesthetic sensitivity, the rhythmic structure of the word is assimilated earlier. In children with leading auditory sensitivity, syllabic contrasts are formed earlier. Phonetic syllabic representations and representations of phonetic rhythmic structures are provided by afferentation of various physiological modalities: kinesthetic, acoustic, vestibular, tactile and visual, which should be taken into account in corrective work with children with speech disorders.

In the study of syllabic structure words of children with erased dysarthria, the possibilities of reproducing the syllabic structure of words of different structures according to A.K. Markova. The possibilities of reproducing words of 13 classes are being studied.

Types of words (according to A.K. Markova)

Grade 1 - two-syllable words from two open syllables

skis - vase - beads -

saw - frame - goat -

Grade 2 - three-syllable words from open syllables

dog - birch -

cow - crow -

chicken - boots -

Grade 3 - monosyllabic words

cheese - onion -

poppy - cat -

ball - cancer -

Grade 4 - two-syllable words with one closed syllable

cock - pencil case -

lemon - puppy -

hut - fence -

Grade 5 - two-syllable words with a confluence of consonants in the middle of a word

doll - shoes -

cone - cup -

boat - barrel -

Grade 6 - two-syllable words with a closed syllable and a confluence of consonants

watermelon - kettle -

hoop - tray -

album - bear -

Grade 7 - three-syllable words with a closed syllable

drum - kolobok -

plane - tomato -

phone - well -

Grade 8 - three-syllable words with a confluence of consonants

apple - candy -

chess - shirt -

sausage - bottle -

Grade 9 - three-syllable words with a confluence of consonants and a closed syllable

pencil - grapes -

chick - bus -

grasshopper - shoemaker -

Grade 10 - three-syllable words with two consonant clusters

matryoshka - dummy -

hut - carrot -

toy - hairbrush -

Grade 11 - monosyllabic words with a confluence of consonants at the beginning or end of a word

flag - elephant -

bread - tiger -

mushroom - leaf -

Grade 12 - two-syllable words with two consonant clusters

star - matches -

nests - saucer -

beets - tractor -

Grade 13 - four-syllable words from open syllables

corn - button -

turtle - Pinocchio -

lizard - mitten -

Beyond words, which are part of 13 classes, the pronunciation of more complex words is also assessed: “cinema”, “policeman”, “teacher”, “thermometer”, “scuba diver”, “traveler”, etc.

The data of the study of the syllabic structure of children with speech disorders showed that words of 1-4 classes of the syllabic structure are most accessible to them. Normally, this type of words of the syllabic structure is formed by the age of three.

Isolated word pronunciation 5-8 classes of syllabic structure require increased self-control and some chanting, i.e. post-syllable pronunciation. The inclusion of these words in a phrase worsens the performance of the sound-syllabic structure. Erroneous reproduction of words in grades 9-13 is observed both in isolated naming from pictures and in reflected repetition after a speech therapist. Inclusion of them in the phrase reveals a variety of violations: omissions, permutations, etc. Many children refuse the task and say: “I can’t”, i.e. pre-assess their capabilities.

Words of higher complexity(beyond grade 13) many children with speech disorders either refuse to name, repeat after a speech therapist, or distort the sound-syllabic structure in such a way that the word becomes completely distorted. The speech therapist visually notes difficulties in articulatory motility: kinesthetic dyspraxia, when the child selects the desired articulation, or kinetic dyspraxia, when he cannot switch to the next articulation. In addition, synkinesis, slow and tense movements of the organs of articulation are noted. Most children with erased dysarthria cannot pronounce words of a complex syllabic structure in a sentence, although the meaning of these words is being clarified, some work is being done on semantization, not only because of the difficulties of speech movements, but in some cases also because of a decrease in auditory memory by a sequential linear series .

So, almost all children do not cope with the task of repeating the sentence:

Meatballs are fried in a frying pan.

Spring streams murmur merrily.

The teacher teaches the students.

Interesting observations can be considered revealed in children, along with the difficulties of reproducing words of a complex syllabic structure, and a violation of general rhythmic abilities. Children cannot repeat a simple rhythmic pattern: clap their hands 1, 2, 3 times, perform a series of claps “1, 2”, pause “1, 2”, etc. They cannot slap a similar rhythmic pattern with different strength, i.e. make an accent according to the pattern that the speech therapist demonstrates (1 time hard hit, 2 times softly).

Violations, revealed in the study of the rhythmic abilities of children, correlate with their motor insufficiency in the general, fine, manual and articulatory spheres. A feature of some children is the correct reproduction of the contour of the words of the first four classes (according to Markova), but expressed by a violation of sound filling. Correctly repeating three complex words after a speech therapist, children often distort them in spontaneous speech, reducing the number of syllables.

When played correctly the contour of these words are marked by multiple errors in the transfer of the sound content of words; permutations and replacement of sounds, syllables, assimilation of syllables, contraction at the confluence of consonants in a word. The greatest number of listed errors falls on the pronunciation of words of grades 10-13 and increased syllabic complexity. Low-frequency words are often reduced. There is a limited ability to perceive and reproduce the syllabic structure of the word. Children often distort the syllabic structure of rarely used but familiar words, even those consisting of correctly pronounced sounds.

Questions of syllable and syllable division have long been of interest to linguists.

A syllable is the smallest unit of speech flow. From the point of view of articulation, a syllable is defined as the minimum pronunciation unit, that is, such a sequence of speech movements that is formed by a single respiratory impulse, a single impulse of muscle tension (L.V. Shcherba) or as a result of one control command (L.A. Chistovich and others. ). In the acoustic approach, a syllable is defined as a wave of rise and fall in sonority. With both approaches, the vowel, which is a syllable-forming element, is considered the top of the syllable, and the consonants are considered its peripheral elements.

Syllables are divided into closed (ending in a consonant) and open (ending in a vowel). The most common syllable pattern in Russian is consonant + vowel (SG), i.e. open syllable. As noted by L.V. Bondarko, speech is a combination into a continuous sequence of open syllables, each of which can contain a different number of consonants.

The main structural unit of the Russian language is the syllables SG - open syllables. Being the minimum speech unit both in terms of perception (perception) and pronunciation, syllables have five perceptual-articulatory features, which are called syllabic contrast features. Syllabic contrast is the difference between a consonant and a vowel in a syllable. All open type syllables (SG) are more contrast than any type syllables (GS).

Consonants and vowels are more clearly perceived in a contrasting syllable (SG) than in a less contrasting syllable (GS). Any syllable can be characterized by the number of contrasts that exist in it. We give the characteristics of these five contrasts, we quote from the book of E.N. Vinarskaya and G.M. Bogomazov "Age phonetics":

1. Contrast in loudness - from a minimum on a deaf explosive consonant to a maximum on a vowel; the weakening of the contrast occurs both due to an increase in the volume of the consonant (the loudest - sonants), and due to a decrease in the volume of the vowel (the least loud - [and], [s], [y]).

2. Contrasting with the formant structure - from its complete absence on a voiceless explosive to a clear formant structure of the vowel. This contrast is weakened due to the appearance of formants in consonants (maximum "formant" - sonants) and due to the weakening of some formants in vowels.

3. Contrast in duration - from the instantaneous noise of plosives to the prolonged sound of vowels. The contrast disappears in syllables with any other consonants.

5. Contrast at the place of formation (locus) associated with the initial and final frequency of the second formant of the vowel. The minimum contrast is in [a]-syllables with soft consonants, the minimum is in [i]-syllables. The contrast weakens as the place of formation of the consonant and the vowel approaches. At the same time, the weakening of contrast is maximum in stressed syllables: syllables with sonants or voiced fricative consonants often cannot be divided into two elements corresponding to a consonant and a vowel, as a result of the complete disappearance of the contrast between these elements.

Normally, after three years, the syllabic structure is basically formed, but in a number of cases, violations of the syllabic structure after three years persist and manifest themselves steadfastly. Combined with a violation of sound pronunciation (physiological disorders), with a violation of the sound filling of words, violations of the syllabic structure often make speech incomprehensible to others.

1. Syllable count disorders:

a) Elysia - reduction (omission) of syllables: "hank" (hammer).

Omission of a word-forming vowel.

b) Iterations

- an increase in the number of syllables by adding a syllable-forming vowel in the place where there is a confluence of consonants ("tarava" - grass). Such an elongation of the structure of the word is due to its peculiar dissected pronunciation, which is, as it were, the “unfolding” of the word and especially the confluence of consonants into constituent sounds (“airship” - airship).

2. Violations of the sequence of syllables in a word:

- permutation of syllables in a word ("devore" - a tree);

3. Distortions in the structure of a single syllable:

This defect is singled out by Filichev and Chirkin as the most common in the pronunciation of words of various syllabic structures by children suffering from OHP.

Inserting consonants into a syllable ("lemon" - lemon).

4. anticipations, those. likening one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).

5. Perseverations(from the Greek word for "I persevere"). This is an inert stuck on one syllable in a word (“pa-nanama” - panama; “vvvalabey” - a sparrow).

The most dangerous perseveration of the first syllable, because. this kind of disruption of syllabic structure can develop into stuttering.

6. Contamination - connecting parts of two words (“refrigerator” - refrigerator, bread box).

All of the listed types of distortions in the syllabic composition of a word are very common in children with systemic speech disorders. These disorders occur in children with speech underdevelopment at different (depending on the level of speech development) levels of syllabic difficulty. The retarding effect of syllabic distortions on the process of mastering speech is aggravated by the fact that they are highly persistent. All these features of the formation of the syllabic structure of a word interfere with the normal development of oral speech (accumulation of a dictionary, assimilation of concepts) and make it difficult for children to communicate, and, of course, interfere with sound analysis and synthesis, therefore, interfere with learning to read and write.

According to the type of violations of the syllabic structure of the word, it is possible to diagnose the level of speech development. Characterizing the levels of speech development, R.E. Levina highlights the following features of the reproduction of the syllabic structure of the word:

First level- limited ability to reproduce the syllabic structure of the word. In independent speech of children, one- and two-syllable formations predominate, and in reflected speech there is a clearly noticeable tendency to reduce the repeated word to one or two syllables (cubes - “ku”).

Second level - children can reproduce the contour of words of any syllabic structure, but the sound composition is diffuse. The greatest difficulty is the pronunciation of monosyllabic and two-syllable words with a confluence of consonants in a word. Here, one of the adjacent consonants is often missing, and sometimes several sounds (a star is a “squeal”). In some cases, there is a shortening of polysyllabic structures (policeman - "any").

Third level- complete syllabic structure of words. Only as a residual phenomenon is a permutation of sounds, syllables (sausage - "cobalsa"). Violation of the syllabic structure is much less common, mainly when reproducing unfamiliar words.

In some works, the question of the factors that determine the assimilation of the structure of a word in children with normal speech development is raised. So, A.N. Gvozdev, considering the assimilation of the syllabic composition of a word, dwells on the peculiarities of the syllabic structure of Russian words, which consists in the fact that the strength of unstressed syllables in it is not the same. When mastering the syllabic structure, the child learns to reproduce the syllables of the word in the order of their comparative strength; at first, only the stressed syllable is transmitted from the whole word, then the first pre-stressed and, finally, weak unstressed syllables appear. The omission of weak unstressed syllables prevents the assimilation of the sounds included in them, and therefore the fate of different sounds and sound combinations is connected with the assimilation of the syllabic structure. The comparative power of A.N. Gvozdev calls "the main reason affecting the preservation of some syllables in a word and the omission of others." As you know, words consist of several syllables, having as their center a stressed syllable, characterized by the greatest power and clarity of pronunciation, unstressed syllables with less power adjoin it. It is typical for the syllabic structure of Russian words that the strength of unstressed syllables is not the same: among them, the first pre-stressed syllable is the strongest. These features of the syllabic structure of the word very clearly affect the reproduction of words by the child.

The child does not immediately master the ability to reproduce all the syllables of a word: during a certain period, omission (elision) of syllables is observed. The main reason influencing the preservation of some syllables in a word and the omission of others is their comparative strength. Therefore, the stressed syllable is usually preserved. This is especially evident in the way the child shortens disyllabic and trisyllabic words to one syllable.

T.G. Egorova, analyzing the question of the factors influencing the extraction of sound from a word, along with the sound environment, names the syllabic and rhythmic structure: it is easier for a child to isolate sounds from two-syllable words with open syllables, it is more difficult to analyze words with one closed syllable, and even more difficult with a confluence of consonants.

An analysis of the first individual words in normal and impaired speech development shows that the first 3-5 words are very close in their sound composition to the words of an adult: “mother”, “dad”, “woman”, “give”, “am”, “bang ". The set of these words is relatively the same for all children. The time of appearance of the first words in children under normal and pathological conditions also does not have significant differences.

Researchers of normal children's speech have long noticed that a child who begins to speak does not accept difficult words, that when children learn new words, such as "am-am", "bi-bi" are easier to grasp, that the child inserts a light one instead of a hard-to-pronounce word.

It has been noted that both in the norm and in pathology there is a moment when children repeat only a certain set of "their" words, which they actively use in dealing with parents and other persons, but refuse to repeat other words that are offered to them, while showing persistent negativism. These initial words in their sound design are close to the words of adults addressed to the child (“mother”, “daddy”, “woman”, “yes”, “meow”, etc.). However, in the course of further development, the imperfection of motor coordination of the organs of articulation forces the child to abandon the path of accurately conveying the sound composition of words and proceed to reproduce not sound, but rhythmic-syllabic and intonation characteristics of newly acquired verbal material, for example: “tititics” (bricks).

Both in the norm and in speech disorders, there are a number of words that are distorted by both categories of children in exactly the same way: “yaba” (apple), “mako” (milk), “pi ko” (drink coffee).

The first words of children in the ontogenesis and dysontogenesis of speech are characterized by polysemanticism: the same sound combination in different cases serves as an expression of different meanings, and these meanings become clear only thanks to the situation and intonation.

According to the scheme of systemic development of normal children's speech, compiled by N.S. Zhukova based on the book by A.N. Gvozdev "Issues of the study of children's speech", the formation of the syllabic structure of words goes through the following stages:

1 year 3 months - 1 year 8 months - the child often reproduces one syllable of the word he heard (stressed) or two identical syllables: “ha-ha”, “tu-tu”;

1 year 8 months - 1 year 10 months - two-syllable words are reproduced; in three-syllable words, one of the syllables is often omitted: "mako" (milk);

1 year 10 months - 2 years 1 month - in three-syllable words, a syllable is sometimes still omitted, more often pre-stressed: “kusu” (bite); the number of syllables in four-syllable words can be reduced;

2 years 1 month - 2 years 3 months - in polysyllabic words, pre-stressed syllables are more often omitted, sometimes prefixes: “tsipila” (clung to);

2 years 3 months - 3 years - the syllabic structure is rarely broken, mainly in unfamiliar words.

1 Gorelov I.N. The problem of the functional basis of speech in ontogenesis. - Chelyabinsk, 1974.

2 The table is borrowed from the Reader on age-related psycholinguistics (Age psycholinguistics // Reader. Compiled by K.F. Sedov. - M., 2004).

teacher speech therapist MBDOU d / s
compensating type No. 12, Belgorod
Tokareva Olga Antonovna
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Understanding the speech of others, their own active speech accompanies all the activities of the child.
Speech is one of the most important means of developing a child's personality as a whole. Many researchers of children's speech A. A. Lyublinskaya, F. A. Sokhin, E. I. Tikheeva and others believe that the main condition for successful learning is the timely and full formation of speech, that the comprehensive development of the native language should be put at the heart of education.
A child with a well-developed speech easily enters into communication with others, he can clearly express his thoughts, desires, ask questions, and agree with peers on a joint game. Conversely, a child's slurred speech complicates his relationships with people and often leaves an imprint on his character. By the age of 6.7, and sometimes even earlier, children with speech pathology begin to realize the defects in their speech, painfully experience them, become silent, shy, irritable.
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. In the family, the baby is understood perfectly and he does not experience any particular inconvenience if his speech is imperfect. However, the circle of connections of the child with the outside world is gradually expanding, it is very important that both peers and adults understand his speech well.
The practice of speech therapy work shows that often the correction of sound pronunciation comes to the fore in preschool age and the importance of the formation of the syllabic structure of words is underestimated, this is one of the causes of dysgraphia and dyslexia in schoolchildren.
Let us consider the features of the development of the syllabic structure of a word in ontogenesis.

It is noted in the literature that a child with normal speech development masters the first skills of perception and pronunciation of the syllabic structure of words already in the process of babbling. (one)
Oral speech is realized in syllables, since this is a special motor device of a person, the brain control of which begins to improve before sound appears on the lips. Syllabic movements appear even in children deaf from birth. Meanwhile, monkeys, whose vocal apparatus is very similar to the human one, can scream, but are not capable of syllable division and syllable fusion. Oddly enough, canaries can quite legibly pronounce a few words that are quite understandable to human hearing. And white little parrots can even compose syllabaries as affectionate emotional reactions.
Systematic and meaningful use of syllables is available only to a person. Oral speech without syllable formation is impossible. In written speech, syllables are not represented, so that they are pronounced, but not depicted. No dashes along the course of letters can reflect expressive syllabic mergers and transitions, and this is not necessary, since when reading aloud, syllables will appear automatically and will obey the stereotypes developed in childhood and cortical control, respectively, the interpretation of the text being read. When reading to oneself in inner speech, syllable formation can either help the understanding of a complex text, if necessary, reread what has been written, or simply slow down the reading of a comparative text.
By the age of three, a child can perceive speech addressed to him at a natural pace simply because its elements are familiar to him, he recognizes them instantly. This is the result not only of the prevailing automatism, but also of the design features of the elements themselves. A person perceives speech in an iconic code as a continuous sequence of syllables.
The most diverse sound mergers within the syllable stream are not interference. On the contrary, they link the syllabic stream into a well-recognized whole that has its own meaning. They are recognized as a whole, just like any other object. In order to recognize our acquaintance, it is not necessary to examine and identify in turn his eyes, nose, ears and other components of the face. (9)
It is necessary to stipulate that using the term, the syllabic structure of a word, we invest in this concept, following linguists, methodologists, the following features: the number of syllables in a word and stress, the sequence of syllables in a word, the structure of individual syllables direct and reverse, open and closed, a syllable with a confluence consonants or without it.(22)
A. N. Gvozdev, I. A. Sikorsky, N. N. Shvachkin, B. Kitterman point out the need to single out, within the phonemic side of speech, a special process of assimilation of the syllabic structure of a word along with the assimilation of individual sounds of a word.
A. N. Gvozdev on the peculiarities of the syllabic structure of Russian words, the strength of unstressed syllables is not the same.
When mastering the syllabic structure of a word, the child learns to reproduce complex syllables, words in the order of their comparative strength, first the stressed syllable is transmitted from the whole word, then the first pre-stressed, then weak pre-stressed syllables.
The omission of weak unstressed syllables prevents the assimilation of the sounds included in it. The assimilation of different sounds and sound combinations depends on the assimilation of the syllabic structure. A. N. Gvozdev calls the comparative strength of syllables “the main reason affecting the preservation of some syllables in a word and the omission of others, therefore the stressed syllable is usually preserved” (5)
In his work, A. N. Gvozdev "Issues of the study of children's speech" determined the sequence of mastering the structure of the syllable by the child:
1. The simplest syllable to pronounce is the syllable that consists of a consonant followed by a vowel SG open syllable.
Thanks to this, the child masters such syllabic patterns as two and three compound words consisting of open syllables, mother, raspberry.
2. The next pattern is vowel, consonant, closed syllable GS, closed syllable CGS. Thanks to this, monosyllabic words, cancer, cat, appear in the child’s speech.
3. Next, the child begins to combine an open syllable with a closed SG + SGS rooster, skein.
4. The following words with a confluence of consonants SSG, GSS. The simplest is the confluence of consonants in the middle of a word, it is more difficult at the beginning and end. Also, it is easier for a child to pronounce those combinations when two sounds different in the way of articulation are adjacent, - a jacket, the neighborhood of two sounds identical in the way of articulation, - slippers, is more difficult.
5. Further, the same word includes a confluence of consonants and a closed syllable, a monument.
6. In one word there are two consonant clusters, a cell. A. N. Gvozdev says that by the age of three, the syllabic structure of the word is learned, that is, a normally developing child can pronounce all six types of difficulties in the syllabic structure. (4)
Based on the scheme of the systemic development of normal children's speech, compiled by N. S. Zhukova based on the material of the book by A. N. Gvozdev Questions of the study of children's speech, the stages of the formation of the syllabic structure of words correlate with the following age periods:
1 year 3 months, 1 year 8 months.
The child often reproduces one syllable of the word he hears, stressed, or two identical syllables, ga ga ga, tu tu.
1 year 8 months, 1 year 10 months
Two-syllable words are reproduced, in three compound words one of the syllables appears, mako milk.
1 year 10 months 2 years 1 month
In three compound words, a syllable is sometimes still omitted, more often pre-stressed, bite bite, the number of syllables in four compound words may be reduced.
2 years 1 month 2 years 3 months
In polysyllabic words, pre-stressed syllables are often omitted, sometimes prefixes, tsipila hooked.
2 years 3 months - 3 years.
The syllabic structure is rarely broken, mainly in unfamiliar words.
In cases of speech pathology, these age-related disorders do not disappear from children's speech by the age of three, but, on the contrary, acquire a pronounced, persistent character. (1)
Among the various speech disorders in preschool children, one of the most difficult to correct is a violation of the syllabic structure of words. This defect of speech development is characterized by difficulties in pronouncing words of a complex syllabic composition, violation of the order of syllables in a word, omissions or the addition of new syllables or sounds. Violation of the syllabic structure of words is usually detected during a speech therapy examination of children with general underdevelopment of speech, but it can also be in children suffering from phonetic-phonemic underdevelopment. As a rule, the range of these violations varies widely, from minor difficulties in pronouncing words of a complex syllabic structure in conditions of spontaneous speech to gross violations when a child repeats two or three complex words without a confluence of consonants, even relying on visualization.
The issues of etiology and pathogenesis of this specific violation of the phonetic side of speech are not sufficiently covered in the literature. It should be noted that this type of speech pathology occurs in all children with motor alalia, in whom phonetic speech disorders are not leading in the syndrome, but only accompany vocabulary disorders. In the anamnesis of children suffering from a violation of the syllabic structure of words, there is a delay in speech development at an early age and the appearance of the first words in a truncated form. The first words of abnormal baby speech can be classified as follows:
- correctly pronounced words: mother, give;
- words fragments, mako, milk;
- words of onomatopoeia denoting an object, situation, action, bi-bi,
-outlines of the words papata-shovel,
- words that do not resemble the words of the native language at all.
Violation of the syllabic structure of words persists in children with pathology of speech development for many years, being detected every time the child encounters a new sound-syllabic and morphological structure of the word. For example: motorcyclist, hairdresser.
School-age children often consciously avoid using words that are most difficult for them to pronounce in spontaneous speech, thereby trying to hide their defect from others. Mastering the pronunciation of the syllabic structure of a word for children with general underdevelopment of speech is a great difficulty and requires special attention from a speech therapist.

Literature.
1. Agranovich Z.E. "Speech therapy work to overcome violations of the syllabic structure of words in children." St. Petersburg "Childhood-Press" 2001
2. Gvozdev A.N. "Issues of the study of children's speech" M. ed. APN RSFSR, 1961
3. Gvozdev A.N. "Assimilation by a child of the sound side of the Russian language" M. 1948.
4. Zhinkin N.I. "Speech as a conductor of information" M. Ed. "Science" 1982
5. Markov. A.K. "Deficiencies in the pronunciation of the syllabic structure of the word in children suffering from alalia." On Sat. "Special School" 1961 Issue #3

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INTRODUCTION

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Research methods:

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

* empirical: observation, experiment.

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

The practical significance of the study: is determined by the obtained scientific results of the study, which can complement the theory and methodology for the formation of the syllabic structure of a word in children with ONR.

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

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

CHAPTER 1

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

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

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

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

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

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

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

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

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

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

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

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

With defects in the syllabic structure of a word in speech, the child has noticeable deviations in the pronunciation of individual words. Violations can have a different nature of violations of syllabic sound.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Replacing sounds with lighter articulation;

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

Unstable use of sounds in different forms of speech;

Incorrect reproduction of one or more sounds.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

These facts indicate an insufficient number of words in the vocabulary, because of this, the child is forced to resort to the active use of non-linguistic means - gestures, facial expressions, intonation.

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

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

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

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

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

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

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

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

A child with OHP level 3 understands and can independently form new words according to some of the most common word-formation patterns. At the same time, the child often has difficulty in choosing the right generating base (“the person who builds houses” - “homemaker”), uses inadequate affixal elements (instead of “washer” - “washer”; instead of “fox” - “fox” ). Typical for this level is an inaccurate understanding and use of generalizing concepts, words with an abstract and abstract meaning, as well as words with a figurative meaning.

Vocabulary may seem sufficient in the framework of everyday everyday situations, however, a detailed examination may reveal that children do not know such parts of the body as the elbow, bridge of the nose, nostrils, and eyelids. A detailed analysis of the speech abilities of children makes it possible to determine the difficulties in reproducing words and phrases of a complex syllabic structure.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Portal for the student. Self-training

Forms of work on the formation of the syllabic structure of the word in children with general underdevelopment of speech. Didactic games and exercises for the formation of the syllabic structure of the word

Option number 1

Option number 2

Types of words (according to A.K. Markova)

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INTRODUCTION

CHAPTER 1

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

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

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

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Portal for the student. Self-training

Option number 1

Option number 2

Types of words (according to A.K. Markova)

Send your good work in the knowledge base is simple. Use the form below

INTRODUCTION

CHAPTER 1

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

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

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

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