Introduction
With the development of speech therapy science and practice, physiology and psychology of speech (R. E. Levina, R. M. Boskis, N. Kh. Shvachichkin, L. F. Chistov, A. R. Luria, etc.), it became clear that in In cases of violation of the articulatory interpretation of an audible sound, its perception may also deteriorate to varying degrees. R. E. Levina, on the basis of a psychological study of children's speech, came to the conclusion that the phonemic perception of analysis and synthesis is of great importance for the full assimilation of the sound side of speech.
At the present stage of development of speech therapy, there is an acute issue of a sharp increase in speech disorders in preschool children. Among all speech defects, the violation of phonemic perception of analysis and synthesis is the most common. According to a study by T.B. Filicheva, among 5128 preschool children in different regions of Russia, 1794 children were identified with impaired phonemic perception of analysis and synthesis, which is 34.98% of the total number of children. According to the results of the examination of the teacher - speech therapist of secondary school No. 4, 37% of children with impaired phonemic perception of analysis and synthesis were identified. The results of a survey of children in the MKDOU "Kindergarten" Pinocchio "showed that violations of the same nature have a large number of children, which is 50% in the senior and preparatory groups. Violation of phonemic perception is often associated with the inability of children to differentiate the phonemes of their native language by ear. The lack of a full-fledged perception of phonemes makes it impossible to pronounce them correctly, and, in addition, does not allow children to master the vocabulary and grammatical structure to the required extent and, therefore, hinders the development of coherent speech in general. Therefore, the question of increasing the efficiency of the work of a speech therapist on the formation of phonemic perception of analysis and synthesis remains relevant.
Working with children with various speech pathologies and facing problems in their learning, a speech therapist has to look for aids that facilitate, systematize and guide the process of learning new material by children. One of these tools is visual modeling. Practice shows the advantages of visual modeling in working with children:
the material is interesting to students;
visual material is absorbed better than verbal;
has a situation of success;
evokes positive emotions.
Many teachers (R. E. Levina, R. M. Boskis, A. R. Luria, T. B. Filicheva, L. N. Efimenkova, V. K. Vorobieva) believe that for the full assimilation of the sound side of speech through the use of visual modeling, the work will be effective then, the following pedagogical conditions will be met:
1. Formation of interest in speech activity and visual modeling;
2. Organization of the subject - subjective interaction of teachers and children;
3. Organization of interaction between the preschool educational institution and the family.
Based on the above, the main goal of the project was determined - the development of phonemic perception, analysis and synthesis, through visual modeling, in children with general underdevelopment of speech.
To achieve this goal, the following tasks have been set:
1. Develop a project for the development of phonemic perception, analysis and synthesis with children with general underdevelopment of speech.
2. Use visual methods and means that encourage children to the process of speech development.
3. Create a special environment that encourages the child to an active educational process and to the development of phonemic perception of analysis and synthesis through visual modeling;
4. Create a unified educational space for preschool educational institutions and families.
Abstract part
One of the popular methods of teaching preschool children is visual modeling.
Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.
Visual modeling is successfully used as a method of conveying various knowledge to children, as well as a means of developing phonemic perception, analysis and synthesis.
Scientific research and practice confirm that it is visual models that are the form of highlighting and designating relationships that is available to preschool children (Leon Lorenzo, Khalizeva L.M., etc.). Scientists also note that the schematized image reflects the most significant connections and properties of objects.
Many methods of preschool education are based on the use of visual modules, for example, the method of teaching preschoolers to read and write, developed by D.B. Elkonin and L.E. Zhurova, involves the construction and use of a visual model (scheme) of the sound composition of a word.
Schemes and models of various structures (syllables, words, sentences, texts) gradually teach children to observe the language. Schematization and modeling help the child to see how many and what sounds are in a word, the sequence of their arrangement, the connection of words in a sentence and text. This develops interest in words, speech sounds, communication of the child.
Using this method, the teacher and the child depict objects, phenomena, actions, concepts, episodes of the text using simplified schematic images - symbols and signs. The schematized image reflects the most significant connections and properties of objects. Visual modeling is based on the use of a substitute (model), which can be diagrams, drawings, plans, symbols, stylized and silhouette images, pictograms, and other objects. The ability to create and apply models enables the child to visually highlight the properties of objects, the hidden relationships of things, take them into account in their activities, and plan the solution of various problems.
The formation of visual modeling skills involves a certain sequence of methods for solving such problems:
1. Acquaintance with a graphical way of presenting information.
2. Development of the ability to decipher the model.
3. Formation of the skill of independent modeling.
The work with children is based on the following principles aimed at a personality-oriented approach to training and education.
1. The principle of a systematic approach is based on the systemic structure and systemic interaction of various components of speech: the sound side, phonemic processes, lexical and grammatical structure.
2. The principle of assessing communicative behavior in the process of communication is important for the analysis of speech disorders, for understanding their genesis and, especially, for determining ways to overcome and correct them.
3. The principle of developmental education lies in the correct definition of the leading goals of education: cognitive, educational, developmental.
4. The principle of humanization, cooperation, partnership implies respect for the opinion of the child, support for his initiative, seeing the child as a purposeful partner.
5. The principle of differentiation, taking into account individuality - providing optimal conditions for the self-realization of each pupil in the process of mastering speech activity, taking into account the age, gender of the child, his individual experience, the characteristics of his emotional and cognitive sphere.
Expected results:
- increasing the rate of development of speech in general, due to the inclusion in subgroup and individual classes, games and tasks for the formation of phonemic perception of analysis and synthesis based on visual modeling;
- full-fledged development of the sound side of speech, phonemic perception of analysis and synthesis;
- increasing the level of parental competence in matters of speech development and upbringing of children.
Design part
The implementation of the project "Development of phonemic perception, analysis and synthesis in children with general underdevelopment of speech through visual modeling" with pupils of preschool educational institutions and parents provides for four stages: stage 1 - diagnostic and motivational, stage 2 - project-organized, stage 3 - practical, stage 4 - final.
Implementation stages
Stage 1 - diagnostic and motivational
Tasks:
1. To identify the level of development of phonemic perception, analysis and synthesis in children with general underdevelopment of speech.
2. Create conditions for active participation in the project of children and parents.
Date Work with children
- Diagnosis of children with general underdevelopment of speech.
-Analysis of the obtained results.
Working with parents
- Notification to parents about the results of the diagnosis.
- Discussion of the goals and objectives of the project with parents and children during consultation hours.
Stage 2 - design and organizational
Develop a project "Development of phonemic perception, analysis and synthesis in children with general underdevelopment of speech through visual modeling."
Development of project stages
Development of a set of game tasks for the formation of phonemic perception of analysis and synthesis using visual modeling
Development of a long-term plan with parents
Creation of conditions necessary for the implementation of the project (selection of didactic material, production of diagrams, pictures - symbols, layouts; creation of multimedia presentations)
Stage 3 - practical
1. Implement a set of game tasks with children aimed at developing phonemic perception, analysis and synthesis.
2. Create a unified educational space for preschool educational institutions and families for the development of phonemic perception of analysis and synthesis.
The preparatory stage includes the following sections:
Section No. 1: "Development of auditory perception"
Section No. 2: "Development of auditory memory"
The main tasks of this stage:
To form phonemic perception on the material of non-speech sounds;
Develop the ability to recognize and distinguish between non-speech sounds;
Learn to distinguish words close, according to the sound composition;
Learn to distinguish syllables and then phonemes of the native language.
The main stage includes the following sections:
Unit 1: Teaching Simple Forms of Phonemic Analysis
Section #2: "Teaching Complex Forms of Phonemic Analysis"
Section No. 3: "Formation of the skill of sound synthesis"
Section No. 4: "Formation of phonemic representations"
The purpose of this stage:
the formation of the skills of phonemic perception of analysis and synthesis in children with the help of visual modeling.
First year of operation
September
Parent meeting "Based on the results of the examination of children in the senior speech therapy group"
Consultation on the topic: "Correct pronunciation is one of the sides of the child's speech development, the development of didactic material on sound pronunciation for homework"
Exhibition of manuals on visual modeling: "Development of phonemic perception, analysis and synthesis"
Screen "Sounds and their characteristics"
Multimedia presentation: "Auxiliary schematic tools that facilitate and guide the process of formation of phonemic processes in a child"
Screen-exhibition: "Sounds, syllables and words"
Open event "Come and see"
Game "What? Where? When?".
Working with parents
Second year of operation
September
Parent meeting "Based on the results of the examination of children in the preparatory speech therapy group"
Consultation on the topic: "The development of phonemic perception in preschoolers through visual modeling"
"Action from a speech therapist" - competition "Sounds as we see them"
Exhibition of didactic and methodological aids for the development of phonemic perception, analysis and synthesis
"Helping Parents"
Open event "Come and see"
Screen-exhibition: “Sounds and letters. Word and sentence"
(using schemas)
Quiz for parents and children "I know the sounds best of all"
May Multimedia presentation: "We are friends with sounds and letters"
Throughout the year Individual consultations "On the light"
Stage IV - final
Analysis of the result of working with children, processing the data obtained, correlation with the goal.
Bibliography
1. Glukhov V.P. Formation of coherent speech of preschool children with general speech underdevelopment. - M., 2004.
2. Davshkova T.G. Imported V.M. Use of reference schemes in work with children. // Handbook of the senior educator of a preschool institution No. 1, 2008.
3. Efimenkova L.N. Formation of speech in preschoolers. - M., 1985.
4. Correctional and pedagogical work in preschool institutions for children with speech disorders. / Ed. Yu.F. Garkusha. - M., 2007.
5. Kudrova T.I. Modeling in teaching literacy to preschool children with speech underdevelopment. // Speech therapist in kindergarten 2007 No. 4 p. 51-54.
7. Omelchenko L.V. The use of mnemonics in the development of coherent speech. // Speech therapist 2008, No. 4, p. 102-115.
8. Overcoming the general underdevelopment of speech in preschoolers. / Ed. T.V. Volosovets. - M., 2007.
9. Rastorgueva N.I. Using pictograms to develop word-formation skills in children with general speech underdevelopment. // Speech therapist. 2002, no. 2, p. 50-53.
10. Smyshlyaeva T.N. Korchuganova E.Yu. Using the method of visual modeling in the correction of general underdevelopment of speech in preschool children. // Speech therapist. 2005, no. 1, p. 7-12.
11. Filicheva T.B., Chirkina G.V. Preparation for school of children with general underdevelopment of speech in a special kindergarten. M., 1991.
12. Tkachenko T. A. If a preschooler speaks poorly - St. Petersburg, 1997.
13. Tkachenko T.A. In the first class without speech defects - St. Petersburg, 1999.
14. T.V. Friday, T.V. Soloukhina-Bashinskaya Directory of a preschool speech therapist - R-n-D 2009
Municipal educational institution
"Secondary school No. 11 with
In-depth study of foreign languages"
Municipal formation Noyabrsk.
PROJECT
TOPIC: FORMATION OF PHONEMATIC PERCEPTION IN
JUNIOR STUDENTS as one of the conditions for successful
mastery of written language.
Teacher speech therapist:
Protasevich Oksana Alexandrovna.
2011
Introduction……………………………………………………………………………… 3
Theoretical justification of the project………………………………………………..4
Project part………………………………………………………………………….13
Conclusion……………………………………………………………………………..24
References………………………………………………………………………25
Applications.
Introduction.
I was prompted to create this project by the problem that every year the number of first-graders with a low level of development of phonemic processes is growing, as evidenced by the annual diagnosis of the level of speech development of children entering the first grade. A very large number of children have a low level of development of phonemic perception, and every year the number of such children is increasing. More than half of the surveyed children have a low level of development of phonemic hearing. So, in the 2008-2009 academic year, out of 167 subjects - 58.6%, in the 2009-2010 academic year, out of 189 subjects - 59.2%, in 2010-2011 out of 158 - 60.7% had insufficiently formed phonemic perception.
Insufficiently formed phonemic perception makes it difficult to perform elementary forms of sound analysis and synthesis, which, in turn, makes the process of mastering written speech problematic, and in some cases impossible. The development of differentiated auditory and phonemic perception is a necessary condition for the successful teaching of children to read and write. The readiness of a child to learn to write and read is inextricably linked with the ability to be aware of the sound structure of the language, i.e. the ability to hear individual sounds in a word and their specific sequence. From the above problem emerges- a large number of first-graders come to school insufficiently prepared for learning to read and write.
Thus, timely detection and correction of violations of phonemic perception reduces the risk of dysgraphia and dyslexia in the process of mastering written language in younger students. That is why I consider this topic very important and relevant.
Objective of the project: organization of corrective work on the formation of phonemic perception in younger students, influencing the successful mastery of written speech.
^ OBJECTIVES OF THE RESEARCH :
1. To study theoretical approaches to the problem of phonemic underdevelopment in primary school age in the literature.
2. To systematize knowledge on the available methods for the formation of phonemic perception and hearing, to develop a system of work to eliminate violations of phonemic perception in younger students.
3. Carry out corrective work with students of the 1st grade in order to eliminate their phonemic underdevelopment.
^ Theoretical substantiation of the project.
Leading scientists (R.E. Levina, N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.E. Chirkina, I.K. Kolpokovskaya, A.V. Yastebova and others) proved that there is a direct relationship between the level of speech development of the child and his ability to acquire literacy.
Studies by a number of psychologists, teachers, linguists (D.B. Elkonin, A.R. Luria, D.N. Bogoyavlensky, F.A. Sokhin, A.G. Tambovtseva, G.A. Tumakova and others) confirm that elementary awareness of the phonetic features of the sounding word also affects the general speech development of the child - the assimilation of the grammatical structure, vocabulary, articulation and diction. Violation of phonemic perception is often the primary defect in the complex structure of speech disorders that affects the further development of the child's oral and written speech. Phonemic perception, being one of the basic links of speech activity, also provides other types of mental activity of the child: perceptual, cognitive, regulatory activity, etc. As a result, according to many authors, the lack of formation of phonemic perception is one of the first places among the reasons leading to to educational disadaptation of children of preschool and school age, which manifests itself in the form of persistent phonemic dysgraphia, dyslexia (L.S. Tsvetkova, M.K. Shorokh-Troitskaya, A.V. Semenovich, T.V. Akhutina, O.B. Inshakova and etc.).
The perception of oral speech is “one of the highest mental functions of a person. Being “mediated in its structure and social in its genesis” (A.R. Luria), the perception of oral speech is semantic, since it “normally includes an act of understanding, comprehension” (S.L. Rubinshtein)”. (Psychological Dictionary 1983: 59).
That is, in order for a child to learn written language (reading and writing) quickly, easily, and also to avoid many mistakes, he should be taught sound analysis and synthesis.
In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language. Phonemic perception or phonemic hearing, which, according to many modern researchers, is one and the same, it is customary to call the ability to perceive and distinguish speech sounds (phonemes). Phonemic perception - special mental actions to differentiate phonemes and establish the sound structure of a word, this is a subtle systematized hearing that has the ability to perform operations of distinguishing and recognizing the phonemes that make up the sound shell of a word.
This ability is formed in children gradually, in the process of natural development. The child begins to react to any sounds from 2-4 weeks from the moment of birth, at 7-11 months he responds to the word, but only to its intonational side, and not to the objective meaning. This is the so-called period of pre-phonemic development of speech.
By the end of the first year of life (according to N. Kh. Shvachkin), the word for the first time begins to serve as an instrument of communication, acquires the character of a language tool, and the child begins to respond to its sound shell (the phonemes that make up its composition).
Further, phonemic development occurs rapidly, constantly outpacing the articulatory capabilities of the child, which serves as the basis for improving pronunciation (A.N. Gvozdev). N. Kh. Shvachkin notes that by the end of the second year of life (when understanding speech), the child uses the phonemic perception of all the sounds of his native language.
Imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down, complicates the formation of sound analysis skills, without which full reading and writing are impossible.
Sound analysis, in contrast to phonemic perception (with normal speech development), requires systematic special training. Speech subjected to sound analysis turns from a means of communication into an object of knowledge.
A.N. Gvozdev notes that "although the child notices the difference in individual sounds, he does not independently decompose words into sounds."
Phonemic perception is the first step in the progressive movement towards literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from one to four years, sound analysis - at a later age. And finally, phonemic perception - the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis - the ability to distinguish the same in order to reproduce sounds in writing. In the progressive development of phonemic perception, the child begins with the auditory differentiation of distant sounds (for example, vowels - consonants), then proceeds to distinguish the finest nuances of sounds (voiced - voiceless or soft - hard consonants). The similarity of the articulation of the latter encourages the child to "sharpen" auditory perception and "be guided by hearing and only by hearing." So, the child starts with acoustic differentiation of sounds, then articulation turns on and, finally, the process of differentiation of consonants ends with acoustic discrimination (D.B. Elkonin, N.Kh. Shvachkin, S.N. Rzhevkin).
Simultaneously with the development of phonemic perception, there is an intensive development of the vocabulary and mastery of pronunciation. Let us clarify that clear phonemic ideas about sound are possible only with its correct pronunciation. According to S. Bernstein, "of course, we hear correctly only those sounds that we know how to pronounce correctly."
Only with a clear, correct pronunciation, it is possible to provide an unambiguous connection between the sound and the corresponding letter. Memorizing letters when their names are reproduced incorrectly contributes to the consolidation of existing speech defects in the child, and also inhibits the assimilation of written speech.
The necessary prerequisites for teaching literacy to a preschooler are: a well-formed phonemic perception, the correct pronunciation of all the sounds of the native language, as well as the availability of elementary skills in sound analysis.
Let's emphasize that all these processes are interconnected and interdependent.
The level of development of phonemic hearing in children affects the mastery of sound analysis. The degree of underdevelopment of phonemic perception can be different.
Violations phonemic perception observed in almost all children with speech disorders. Children with speech disorders have specific difficulties in distinguishing subtle differentiated features of phonemes that affect the entire course of development of the sound side of speech. They can secondarily influence the formation of sound pronunciation. Such shortcomings in the speech of children as the use of diffuse sounds that are correctly pronounced outside of speech in an isolated position, numerous substitutions and mixtures with a relatively well-formed structure and function of the articulatory apparatus, indicate the primacy of unformed phonemic perception.
When correcting most speech disorders, one of the main and primary tasks is development of phonemic perception.
Teaching children to distinguish sounds leads to the development of both attention and auditory memory.
The ability to perceive is given to us and to all living beings with a nervous system, but phonemic perception is unique to humans.
Phonemic perception is the result of activity phonemic system, which includes the complex work of the auditory receptor, the auditory analyzer, the corresponding department in the brain. Normal operation phonemic system implies the possibility of unmistakable auditory differentiation of all speech sounds (including acoustically similar ones) and the correct pronunciation of them.
The maturation of the speech functional system is based on afferentation, i.e. the receipt from the outside world through various analyzers, primarily the auditory analyzer, of various signals and, above all, speech.
The cause of violations of the activity of the phonemic system can be any general or neuropsychiatric disease of a child in the first years of life, an unfavorable speech environment during the early development of speech, which in turn can cause phonemic disorders.
Speech disorders (including disorders of phonemic perception) most often occur in males. Many studies have shown the difference in the development of the right and left hemispheres depending on gender. The left hemisphere performs mainly the speech function, and the right hemisphere - visual-spatial gnosis. Boys develop their right hemisphere faster than girls. In girls, on the contrary, in connection with which, they have earlier terms of speech development, and phonemic perception as well.
Phonemic perception determines the process of recognizing and distinguishing both individual phonemes and phonetic rows, words. With the formed phonemic perception, words are differentiated by meaning and auditory images of sounds. Word recognition is based on the acoustic-articulatory features of the entire word as a whole.
To determine the features and nature of violations of phonemic perception in children, it is necessary to have an idea of the sequence of development of phonemic perception in the norm.
R.E. Levina identified the following stages development of phonemic perception:
Stage 1 - the complete absence of differentiation of speech sounds. At the same time, the child does not understand speech. This stage is defined as prephonemic.
At the 2nd stage, it becomes possible to distinguish acoustically distant phonemes, while acoustically close phonemes are not differentiated. A child hears sounds differently than an adult. The garbled pronunciation probably corresponds to a misperception of speech. There is no difference between correct and incorrect pronunciation.
At the 3rd stage, the child begins to hear sounds in accordance with their semantic features. However, a distorted, incorrectly pronounced word also correlates with the subject. At the same time, R.E. Levina notes the coexistence at this stage of two types of linguistic background: the former, tongue-tied, and re-forming.
At the 4th stage, new images predominate in the perception of speech in a child. Expressive speech almost corresponds to the norm, but phonemic differentiation is still unstable, which manifests itself in the perception of unfamiliar words.
At the 5th stage, the process of phonemic development is completed, when both the perception and the expressive speech of the child are correct. The most significant sign of the transition to this stage is that the child distinguishes between correct and incorrect pronunciation.
According to N.Kh. Shvachkin, the distinction of sounds, the development of phonemic perception occurs in certain sequence. First, the distinction of vowels is formed, then the distinction of consonants. This is due to the fact that vowels are "sonor" than consonants and, therefore, are perceived better. In addition, in Russian, according to A.M. Peshkovsky, vowels are five times more common than consonants.
The distinction between the presence and absence of a consonant occurs before the distinction between consonants. Before other consonants, the child distinguishes sonorants in speech. This, apparently, is explained by the fact that sonorous sounds are closest in their acoustic characteristics to vowels. Among noisy consonants, articulated noisy sounds begin to stand out earlier than others, i.e. sounds already present in the child's speech. Up to this stage, hearing played a leading role in the development of phonemic perception, then articulation begins to influence.
Thus, in the process of speech development, speech-auditory and speech-motor analyzers closely interact. The underdevelopment of the speech-motor analyzer has an inhibitory effect on the functioning of the speech-auditory one. So, the child first begins to distinguish between hard and soft consonants that are articulated, and then those that later appear in speech. Such an early differentiation of hard and soft consonants can be explained by the fact that this difference is semantically significant in Russian and is used very often. For example, according to A.M. Peshkovsky, after every two hard consonants in Russian there is a soft consonant.
Subsequently, the child learns differentiation within groups of consonants, first sonorous, then noisy. At the next stage of phonemic perception, sounds begin to be distinguished that differ in the way they are formed, primarily explosive and fricative.
Somewhat later, in the process of developing phonemic perception, a distinction arises between front- and back-lingual sounds, i.e. within the group of lingual sounds.
Quite late, the child learns the differentiation of deaf and voiced consonants. This can be explained by the fact that voiceless and voiced consonants are very close both acoustically and articulatory. The assimilation of the differentiation of voiced and deaf begins with acoustic discrimination. Based on this distinction by ear, pronunciation differentiation arises, which, in turn, contributes to the improvement of acoustic differentiation.
At the next stage in the development of phonemic perception, according to N.Kh. Shvachkin, the differentiation of hissing and whistling, smooth and ioted is assimilated. Hissing and whistling sounds appear late in the speech of children, moreover, these sounds are very close in their articulatory features. Normally, the process of phonemic differentiation, like the process of pronunciation differentiation, ends at preschool age.
Violations phonemic perception are noted in all children with speech disorders, and there is an undoubted connection between disorders of the speech-auditory and speech-motor analyzers. It is known that a violation of the function of the motor speech analyzer in dysarthria and rhinolalia affects auditory perception phonemes (G.F. Sergeeva, 1973). At the same time, there is not always a direct relationship between violations of the pronunciation of sounds and their perception.
Children with speech disorders have specific difficulties in distinguishing subtle differentiated features of phonemes that affect the entire course of development of the sound side of speech. They can secondarily influence the formation of sound pronunciation. Such shortcomings in the speech of children as the use of diffuse sounds of unstable articulation, the distortion of sounds that are correctly pronounced outside of speech in an isolated position, numerous substitutions and mixtures with a relatively well-formed structure and functions of the articulatory apparatus, indicate the primary unformed phonemic perception. Sometimes in such children there is a distinction by ear of those phonemes that are not opposed in pronunciation, in other cases, those phonemes that are differentiated in pronunciation do not differ either. Nevertheless, there is a certain proportionality here: the more sounds are differentiated in pronunciation, the more successfully phonemes are distinguished by ear. And the less there are "supports" in pronunciation, the worse the conditions for the formation of phonemic images. The development of phonemic hearing itself is in direct connection with the development of all aspects of speech, which, in turn, is determined by the general development of the child.
The attention of the teacher - speech therapist should be focused on the timely prevention of possible secondary, more distant consequences of speech pathology. Particular attention should be paid to the state of the sound side of speech, because the insufficient formation of phonemic processes, even with full compensation for pronunciation defects, can lead to shortcomings in mastering writing and reading skills.
Fuzziness in the perception of sounds can be reason:
- pronunciation defects;
Mastery failures sound composition the words;
Difficulties in mastering the sound composition of a word disrupt the normal course of mastery grammatical structure of the language, i.e. the child has manifestations of speech underdevelopment, which in this case will be secondary in relation to the primary defect - insufficient phonemic awareness.
When the violation covers the phonetic-phonemic and lexical-grammatical system, it manifests itself general underdevelopment of speech, in which lexico-grammatical and phonetic-phonemic disorders are a single interconnected complex.
The interconnection of various components of speech can be represented by the example of the relationship between the sound structure of a word, its lexical and grammatical meanings.
So, changing the number, nature and arrangement of sounds in a word changes its lexical, and often grammatical meaning.
Example 1: changing the first sound and in the word needle on the m, get a new word with a new meaning haze. Replacement in a word writing sound at sounds no, changes the grammatical meaning of the word.
Example 2: joining at the beginning of a word walked sound y gives a new value.
Example 3: changes in the meaning of words are known depending on the replacement of sounds similar in sound onion-meadow, caviar-game.
What speech disorders most often reveal violations of phonemic perception?
^ Phonetic-phonemic underdevelopment of speech - violations of the processes of formation of the pronunciation side of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes (moreover, a pronunciation defect is often a consequence of a defect in phonemic perception). (According to the clinical and pedagogical classification, these are dyslalia, mild forms of dysarthria, rhinolalia with elements of dyslexia and dysgraphia).
Phonemic perception is also impaired in children with general underdevelopment of speech(a complex speech disorder in which the formation of all components of the speech system related to its sound and semantic side is impaired. (According to the clinical and pedagogical classification of speech disorders developed by R.E. Levina, reading and writing disorders are considered as part of phonetic-phonemic, general underdevelopment speech, as their systemic delayed consequences, due to the lack of formation of phonemic and morphological generalizations, one of the root causes of which is a violation of phonemic perception.
Thus, well-formed phonemic perception will prevent the possible occurrence of secondary speech defects(in the above examples, these are phonetic and phonemic underdevelopment, lexical and grammatical underdevelopment and general underdevelopment of speech), while reducing the likelihood of difficulties in mastering the written language.
R.E. Levina believes that the basis of reading and oral speech disorders is the underdevelopment of the phonemic system. R.I. Lalaeva gives a description of the state of phonemic perception in first-graders with phonemic dyslexia.
A certain number of schoolchildren by the end of the alphabetic period are still at the early stages of phonemic development. ^ From the point of view of the peculiarities of phonemic perception, schoolchildren with dyslexia can be divided into 2 groups:
1- children with gross underdevelopment of phonemic perception;
2 - with less pronounced manifestations of phonemic underdevelopment.
Children first group(mainly children with mental retardation or mental retardation) are at a very low level of phonemic development. Their underdevelopment of phonemic perception is very significant, since they have difficulty in distinguishing between correct and distorted words. Children correlate with the subject both the corresponding words and asemantic sound combinations that are similar in sound-syllabic structure. The degree of difficulty is determined by the nature of the syllabic structure of the presented words and asemantic combinations. If the syllabic structure of a word and an asemantic combination is different, then children can more easily differentiate them, correlating only correctly pronounced words with a certain picture or object ( window, not "kono"). There are difficulties in distinguishing words and asemantic combinations similar in sound structure ( cup- "skatan"), the greatest difficulties are caused by tasks for distinguishing words and asemantic combinations that differ in only one sound ( onion- "duk", lemon- "limit"). There are also errors in distinguishing quasi-homonymous words that differ in only one sound ( cottage-wheelbarrow, roof-rat).
Children also find it difficult to complete tasks for repeating a number of syllables with both similar and dissimilar acoustic sounds ( ta-ma-na, sa-sha-za). When differentiating words and syllabic series, they rely primarily on the general sound-syllabic structure of the word.
With a significant underdevelopment of phonemic perception, systemic disorders of oral speech are also observed, which manifest themselves in a polymorphic violation of sound pronunciation in the form of distortion, replacement of sounds, distortions in the sound-syllabic structure of a word, agrammatisms, inaccurate use of words, poor vocabulary.
Children with underdevelopment of phonemic perception of the first group have significant difficulties in mastering letters. Assimilation of letters is mechanical in nature. By the end of the alphabetic period, a small number of letters are acquired, mainly denoting vowels. Merging sounds into syllables, reading words is impossible.
At second group in children, phonemic underdevelopment is less pronounced and manifests itself in the incompleteness of the process of differentiation of those sounds that differ late even with normal phonemic development, especially whistling and hissing (S-Sh, Z-Zh, Shch-Ch, S-Ts). The differentiation of acoustically and articulatory close sounds is still unstable, phonemic representations of similar sounds are fuzzy. They can correctly repeat rows of syllables with phonetically distant sounds (TA-MA-SA), but when repeating a row of syllables with similar acoustic sounds, sound substitutions (CH-SCH, Ts-S, D-T) and permutations will be observed. Voiced sounds are replaced by deaf ones, affricates - by sounds that are an integral part of them.
Differentiating phonemes can be difficult in children in different ways. In some cases, there is a violation of auditory and pronunciation differentiation (Ш, for example, is mixed in pronunciation with the sound С). words-quasi-homonyms with these sounds do not differ in hearing, the sound structure of the syllable series is distorted. In other cases, only auditory differentiation is disturbed, or there may be fuzzy auditory-pronunciation images, phonemic ideas about these sounds. Words-quasi-homonyms differ; in expressive speech, replacements of close phonemes are not noted. However, when unfamiliar words and syllabic sequences that include close sounds are repeated, substitutions and rearrangements of phonemically similar sounds are observed. This fuzziness of phonemic representations is also manifested in substitutions in writing. The most difficult is the differentiation of Sh-Sch, Ch-Sch, Sh-S, D-T.
Successful formation of the process of reading and writing is possible only if there is a clear image of sound that does not mix with others either by ear or articulatory. In the event that the sound is mixed by ear or in pronunciation, it becomes difficult to correlate the sound with the letter. Assimilation of a letter is slow, a certain sound is not established behind the letter. The same letter corresponds not to one, but to two or more mixed sounds.
In the process of mastering reading, there are difficulties in mastering and distinguishing letters denoting similar sounds (Д-Т, Ш-Ч, С-Ш, etc.), their mutual substitutions, confusion when reading.
^ Thus, phonemic underdevelopment in schoolchildren is manifested :
1) in the fuzziness of distinguishing and recognizing phonemic rows similar in sound structure (words, asemantic combinations, rows of syllables);
2) in the incompleteness of the process of differentiation of sounds, especially sounds that are distinguished by subtle acoustic or articulatory features.
In the majority of children enrolled in school speech centers, various speech disorders are combined with a lack of phonemic perception.
In this regard, they have difficulties in mastering the sound analysis and synthesis of words, and as a result, poor academic performance in writing and reading.
In many children with impaired EF, monomorphic and polymorphic sound pronunciation defects persist even at primary school age.
^ The nature of the errors associated with the violation of EF among students is diverse: substitutions, omissions of consonants and vowels, omissions of syllables and parts of a word, permutations, additions, separate spelling of parts of a word.
Conclusions on the first chapter: having studied the problem of unformed phonemic perception among first-graders, I came to the conclusion that the state of PE affects the level of readiness of the child to master written speech. An unformed EF in time leads to secondary speech disorders that prevent successful learning to read and write, which is the foundation for all further schooling. From this follows the need for timely diagnosis and development of a system of corrective action through the creation of special conditions, taking into account the ontogeny of the development of PE, the characteristics of schoolchildren with speech disorders, their psychophysiological characteristics, the principles of correctional and student-centered learning.
^ Practical part.
The experimental part of the project was carried out on the basis of the MOU "Secondary School No. 11 with UIIIA" in Noyabrsk. The school has organized the work of a speech center, which enrolls students with impaired oral and written speech. Experimental work was carried out with the 1st grade. The experiment involved 21 students. To solve the tasks set, a diagnosis was made of the level of formation of phonemic perception at the beginning of schooling. Diagnosis was carried out with two groups of children: 1) experimental - children enrolled in a speech therapy center in the amount of 11 people, 2) control - students with speech disorders, not enrolled in a speech center in the amount of 11 children). During ascertaining and control In the experiment, we used elements of the test methodology of T. A. Fotekova to diagnose the oral speech of younger schoolchildren.
The proposed method is designed to identify the features of the speech development of children of primary school age: qualitative and quantitative assessment of the violation, obtaining and analyzing the structure of the defect in the speech profile, the structure of the defect.
T.A Fotekova developed a scoring system for assessing the fulfillment of the tasks of the methodology. If necessary, clarify the state of any aspect of speech each of the series of methods can be used independently.
The technique uses speech tests proposed by R.I. Lalayeva (1988) and E.V. Maltseva (1991).
First group of tasks consists of 15 samples, which are chains of syllables with phonetically similar sounds. In speech therapy practice, this technique is traditionally used to phonemic awareness tests.
The second group of tasks focused on research sound pronunciation through the reflected pronunciation of specially selected words. The final assessment of sound pronunciation is made on the basis of the entire examination, which makes it possible to check the pronunciation of various sounds in different speech situations.
The third group of tasks - study of language analysis skills- consists of ten tasks that reveal the extent to which the child has mastered the concepts of "sound", "syllable", "word", "sentence" and the skills of separating them from the flow of speech. The maximum score is 10 points.
^ 1. Checking the state of phonemic perception
Instruction: Listen carefully and repeat after me as accurately as possible.
Presentation - reproduction - presentation - reproduction
Ba-pa-pa-ba-
Sa-za-za-sa-
Zha-scha-scha-zha-
Sa-sha-sha-sa-
La-ra-ra-la
Ma-na-ma-na-ma-na-
Yes-ta-da-ta-da-ta-
Ga-ka-ha-ka-ha-ka-
For-sa-for-sa-for-sa-
Zha-sha-zha-sha-zha-sha-
Sa-sha-sa-sha-sa-sha-
Tsa-sa-tsa-sa-tsa-sa-
Cha-cha-cha-cha-cha-cha
Ra-la-ra-la-ra-la-
First, the first member of the pair (ba - pa), then the second (pa - ba) is presented. The reproduction of the sample as a whole is evaluated (ba - pa - pa - ba). Syllables are presented before the first reproduction; exact repetition should not be achieved, because. the task of the survey is to measure the current level of speech development.
Grade: 1 point - accurate and correct reproduction at the pace of presentation;
0.5 points - the first term is reproduced correctly, the second is likened to the first
(ba - pa - ba - pa);
0.25 points - inaccurate reproduction of both members of the pair with rearrangement of syllables, their replacement and omissions;
0 points - refusal to perform, the complete impossibility of reproducing the sample. The maximum number of points for all tasks is 10.
^ 2. Study of sound pronunciation
Instruction: repeat the words after me:
Dog - mask - nose;
Hay - cornflower - height;
Castle - goat;
Winter - shop;
Heron - sheep - finger;
Fur coat - cat - reed;
Beetle - knives;
Pike - things - bream;
Seagull - glasses - night;
Fish - cow - ax;
River - jam - door;
Lamp - milk - floor;
Summer - wheel - salt.
Grade: it is proposed to conditionally divide all sounds into five groups: the first four are the most frequently violated consonants (1 group - whistling С, СЬ, З, Зб, Ц; 2 - hissing Ш, Ж, Ш, Ш; 3 - Л, Л ; 4 - P, Pb) and the fifth group - the rest of the sounds, the defects of which are much less common (posterior palatine sounds G, K, X and their soft variants, the sound Y, cases of defects in voicing, softening and extremely rare violations of the pronunciation of vowel sounds).
The pronunciation of the sounds of each group is evaluated separately according to the following principle:
3 points - perfect pronunciation of all group sounds in any speech situations;
1.5 points - one or more sounds of the group are pronounced correctly in isolation and reflection, but sometimes they are subject to substitutions or distortions in independent speech, i.e. insufficiently automated;
1 point - in any position only one sound of the group is distorted or replaced, for example, as it often happens, only the hard sound P suffers, while the soft version is pronounced correctly;
0 points - all or several sounds of the group are distorted or replaced in all speech situations (for example, all whistling sounds are defectively pronounced, or the sounds C, 3, C suffer, but Cb and 3b are preserved). The points awarded for each of the five groups are summed up. The maximum number of points for the entire task is 15.
^ 3. Study of language analysis skills
How many words are in a sentence?
The day was warm.
How many syllables are in a word?
Determine the place of the sound in the word:
the first sound in the word roof;
the third sound in the word school;
last sound in the word glass.
How many sounds are in a word?
a bag
dictation
Grade: 1 point - correct answer on the first try;
0.5 points - correct answer on the second attempt;
0.25 points - the correct answer on the third attempt;
0 points - incorrect answer on the third attempt.
The maximum number of points for all tasks is 10.
^ The results of diagnosing the level of formation of phonemic perception at the ascertaining stage of the project in table 1,2. (Appendix 1)
Only with a clear sound pronunciation of all sounds is it possible to ensure the relationship between the letter and the corresponding sound, which is also necessary for mastering reading and writing, and almost always phonemic hearing that is not formed in time entails certain shortcomings in sound pronunciation. That is why the diagnosis of pronunciation was performed in the experimental and control groups. The results of diagnosing sound pronunciation at the ascertaining stage of the project in table 3.4. (Appendix 1). Since the leading scientists proved the existing direct relationship between the level of formation of phonemic perception and the ability to master the skill of sound analysis and synthesis, we also carried out diagnostics of the formation of the skill of elementary sound analysis in the experimental and control groups in order to trace the influence of a low level of development of phonemic perception. The results of diagnosing the level of formation of the skill of sound analysis and synthesis at the ascertaining stage of the project in table 5,6 (Appendix 1)
As a result ascertaining experiment we obtained initial data on the level of formation of phonemic processes, which are necessary prerequisites for teaching reading and writing, namely: on the level of formation of phonemic perception, sound pronunciation, the elementary skill of sound analysis and synthesis. As can be seen from the diagrams, in children of the experimental and control groups, the percentage expression of the quality of performance in all samples is low, i.e. the basic basis for mastering written speech has not been formed. Table 7 (Annex 1)
^ Formative experiment.
The system of corrective work on the formation of EF in younger students
It is clear that the elimination of speech defects is impossible without a specially organized correction of phonemic processes.
Corrective classes were carried out frontally (3 times a week), individually (correction of sound pronunciation 1 time per week). It is clear that without the ability to clearly differentiate the phonemes of the native language by ear, it is impossible to master the skills of sound analysis and synthesis, and this makes it impossible to fully master the skills of writing and reading.
The development of phonemic perception is carried out from the very first stages of speech therapy work. If a child has a defect in sound pronunciation, then work on the development of phonemic perception should be carried out simultaneously with the production and automation of sounds. without a full perception of phonemes, without a clear distinction between them, their correct pronunciation is also impossible. To solve this problem, we used traditional methods of well-known speech therapists-practitioners (T.B. Filicheva, G.V. Chirkina, Z.V. Repina, V.I. Seliverstova, T.A. Tkachenko, etc.)
Throughout the correctional work, it is necessary to take into account the state of the pronunciation skills of children, which allows you to determine the content of individual work on the formation of pronunciation. Particular attention should be paid to the development of auditory attention and memory, as well as the elimination of shortcomings in motor skills and gymnastics that develops the articulatory apparatus. Many authors note the interdependence of speech and motor activity, the stimulating role of training fine finger movements. In order to achieve better results in the work on setting sounds, so that the process is more entertaining and captivates children, we use such a method in the process of corrective work as bioenergy plastics is a friendly interaction of the hand and tongue. According to Yastrebova A.V. and Lazarenko O.I. body movements, joint movements of the hand and articulatory apparatus, if they are plastic, relaxed and free, help to activate the natural distribution of bioenergy in the body. This has an extremely beneficial effect on the activation of the intellectual activity of children, develops coordination of movements and fine motor skills. The essence of this technique is that the movement of the brush is added to all the classic articulation exercises. Dynamic exercises normalize muscle tone, switchability of movements, make them accurate, light, rhythmic. The child develops a visual image of the necessary articulatory structure and the production of sound based on kinesthetic sensations occurs much faster.
(Annex 2)
The teacher can independently choose the movement of the hand for any articulation exercise. What is important is not what exactly the child will do, but how he will do it. The child's attention is drawn to the simultaneous performance of articulation exercises and hand movements.
An important link in correctional work is the development in children of the ability to differentiate sounds in pronunciation that are similar in sound or in articulatory position. This skill can be developed in the course of specially selected games.
All speech therapy system according to the development in children of the ability to differentiate phonemes can be conditionally divided into six stages:
This work begins on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of the language (from sounds already mastered by children to those that are put and introduced into independent speech).
In parallel, from the very first lessons, work is being done to develop auditory attention and auditory memory, which allows achieving the most effective and accelerated results in the development of phonemic perception. This is very important, because the inability to listen to the speech of others is often one of the reasons for the incorrect speech of children.
Stage 1.Recognition of non-speech sounds. At this stage, in the process of special games and exercises, children develop the ability to recognize and distinguish between non-speech sounds. These activities also contribute to the development of auditory attention and auditory memory (without which it is impossible to successfully teach children to differentiate phonemes).
Game 1. Children stand in a circle. Unbeknownst to the driver, they pass a bell behind each other's backs. The driver must guess and show which child the bell rang behind.
Game 2. The speech therapist places several objects (or voiced toys) on the table, manipulating objects (knocking a pencil on the table, rattling a box with buttons, a rattle), he invites children to listen carefully and remember what sound each object makes. Then he covers the objects with a screen, and the children guess what is ringing or rattling. On the this stage possible use of ICT (Sound in MP 3 format: car, water, guitar, door, doorbell, telephone)
Game 3. "Sounds of the school." Close your eyes, listen to the sounds coming from the corridor, from the street.
Stage 2. ^ Distinguishing the pitch of the timbre and the strength of the voice. "Cubs" (imitate voices, find out whose voice) The use of ICT will make classes for children extremely interesting and memorable (Sound in MP 3 format: The game "Three Bears" - Mikhail Ivanovich, Mishutka, Nastasya Petrovna; "Cubs" - chickens - chickens , cat-kitten, dog-puppy)
Stage 3. ^ Distinguishing words that are similar in sound composition. 1. Clap your hands when you hear the correct name of the picture (wagon-wagon-fagon-wagon-facon-wagon). You need to start with words that are simple in sound composition and gradually move on to more complex ones.
2. The speech therapist exposes pictures on the typesetting canvas, the names of which are similar in sound (crab lacquer poppy tank juice suk house com scrap catfish goat spit puddles skis) Then he calls 3-4 words, and the children select the corresponding pictures and arrange them in the named order.
3. The speech therapist puts the following pictures on the typesetting canvas in one line: clod, tank, bough, branch, skating rink, slide. Then each is given a picture. The child should put this picture under the one whose name sounds similar. As a result, on the typesetting canvas, you should get approximately the following rows of pictures:
Kom tank bough branch ice rink slide
house cancer onion cage handkerchief crust
Catfish poppy beetle heel leaf mink
Stage 4. Syllable differentiation. Example: The speech therapist pronounces several syllables (na-na-na-pa). Children determine what is superfluous here. Work is carried out in the following sequence:
1. open syllables; 2. closed syllables; 3. syllables with a confluence of consonants;
Stage 5. Distinguishing phonemes of the native language.
The formation of differentiation of sounds is carried out based on various analyzers: speech-auditory, speech-motor, visual. Features of the use of certain analyzers are determined by the nature of the violation of differentiation. Work on the differentiation of mixed sounds should begin with a reliance on a more preserved visual perception, tactile and kinesthetic sensations received from the organs of articulation during the pronunciation of speech sounds.
At this stage, we used one from corrective health-saving technologies - speech rhythm in which is based on the methods of T.M. Vlasova, A.N. Pfafenrot and L.P. Noskovy.
Speech rhythm- this is a system of exercises in which various movements of the head, arms, legs, torso are combined with the pronunciation of certain speech material, which are based on the relationship of articulation, hearing and movement. Speech rhythm can be used at the very beginning of schooling individually and in groups and included in any speech therapy lesson.
The duration of speech exercises is regulated by a speech therapist, based on the individual characteristics and capabilities of the child, and is usually 5-10 minutes. The material for the exercises are individual sounds, sound "chains". All exercises are carried out by imitation. Work should begin with vowels, then move on to consonants, taking into account the sequence of differentiation of sounds in ontogenesis. ( Appendix 3).
Examples of exercises used at this stage of work:
1. Determine by silent articulation what sound the speech therapist makes (in front of the mirror). The ability of kinesthetic discrimination is being worked out. The schemes of vowel sounds presented in the method of T.A. Tkachenko
2. Determination of the presence of sound in a word:
1) Raise the letter corresponding to the given sound.
2) Name the pictures, in the name of which there is a given sound.
3) Match the given letter to the picture, in the name of which there is a given sound.
4) come up with words that include the sound corresponding to the presented letter.
3. Games for the differentiation of consonants in Lopukhina's book "550 entertaining exercises for the development of speech."
Stage 6 Formation of sound analysis skills.
Phonemic analysis involves both elementary and complex forms of sound analysis. It is considered elementary to highlight the sound against the background of the word. A more complex form is the isolation of the first and last sound from the word and the determination of its place in it.
The most difficult form of analysis is to determine the sequence of sounds in a word by their number of places in relation to other sounds. This form appears in children only in the process of special education.
^ Isolation of sound on the background of the word.
Stressed vowels stand out much more easily than unstressed ones. Slotted and sonorous sounds, as longer ones, stand out better than explosive ones.
With great difficulty, children determine the presence of a vowel in a word and single it out from the end of the word. The vowel sound is often perceived not as an independent sound, but as a shade of a consonant.
Work on the selection of sounds against the background of the word begins with articulatory simple ones.
First, it is necessary to clarify the articulation of the consonant - with the help of visual perception, and then on the basis of kinesthetic sensations. At the same time, attention is drawn to the sound characteristic of each sound, the presence or absence of a sound in the syllables presented by ear is determined. Then the speech therapist offers to determine the absence or presence of sound in words of varying complexity (monosyllabic, disyllabic, trisyllabic). First, the presence of sound is determined by hearing and on the basis of one's own pronunciation, then only by hearing and, finally, by hearing mental representations.
Tasks:
1. Show the letter if the word has the corresponding sound.
2. Select from the sentence a word that includes a given sound, show a letter.
3. Match the letter with pictures that have the given sound in their names.
Isolate the first and last sound from a word.
A) Isolation of the first stressed vowel from the word. The work begins with the clarification of the articulation of vowel sounds.
1. Determine the first sound in words.
2. Pick up words starting with vowels A, O, U.
3. Select pictures whose names begin with stressed vowels A, O, U.
B) Isolation of the first consonant from the word. Isolating the first consonant from a word is much more difficult for children than isolating a consonant against the background of a word. The main difficulty lies in the division of the syllable into its constituent sounds. The development of the function of phonemic analysis for isolating the first sound from a word is carried out after children have developed the ability to isolate a sound from reverse and direct syllables and recognize the sound at the beginning of a word
1. Choose the names of flowers, animals, birds, dishes that begin with a given sound.
2. According to the plot picture, name the words that begin with this sound.
3. Guess the riddle, name the first sound in the riddle.
c) Determining the place of sound in a word.
First of all, it is proposed to determine the place of the stressed vowel in monosyllabic and disyllabic words. Then the definition of a consonant sound in a word.
1. Choose words in which L is at the beginning, at the end, in the middle.
2. Playing loto. Cards with pictures for a certain sound and cardboard rectangular strips, divided into 3 parts.
^ The development of complex forms of phonemic analysis (determining the sequence of the number and place of sounds in a word) Speech therapy work is carried out in close connection with teaching reading and writing. It is possible to single out the stages of the formation of phonemic analysis as a mental action.
1 - the formation of phonemic analysis based on auxiliary means, on external actions (pictures, graphic diagrams)
2 - the formation of the action of phonemic analysis in the speech plan.
3 - the formation of a phonemic action in the mental plane (without naming a word)
It is supposed to complicate the speech material. In the process of correcting reading disorders, not only an oral analysis of words is used, but also the formation of words from the letters of the split alphabet, written exercises.
When developing a system of speech therapy work we took into account ontogenetic principle.
In the process of forming phonemic perception, we took into account the stages and a certain sequence of distinguishing sounds in ontogenesis when determining the order of differentiation of sounds (according to N.Kh. Shvachkin).
Also when choosing methods and technologies I took into account the principle of maximum reliance on polymodal afferentations, on the largest possible number of functional systems, on various analyzers (especially at the initial stages of work). Thus, the process of differentiation of sounds is first carried out with the participation of visual, kinesthetic, and auditory afferentations. Later, auditory differentiation takes on a leading role. In this regard, in case of underdevelopment of phoneme differentiation, reliance is initially placed on the visual perception of articulation, kinesthetic discrimination in the pronunciation of sounds, and on auditory images of differentiated sounds. As a result, the development of speech kinesthesias is carried out initially based on visual and tactile sensations.
Since the sensation of the position of the speech organs in the process of articulation is difficult, children cannot immediately determine the position of the lips, tongue when pronouncing a particular sound, in this case, an effective technology is bioenergy plastics - (friendly movements of the organs of articulation and hands) and speech rhythm .
Due to the fact that speech disorders can be caused by organic damage to the cortical areas of the brain involved in the process of reading and writing, delayed maturation of these systems, disruption of their functioning , classes included tasks for orientation in space and one's own body, which activate nervous processes, sharpen attention, kinetic memory; breathing exercises- stimulating the work of the brain, regulating neuropsychic processes; kinesiology exercises, affecting interhemispheric interaction (“brain gymnastics”), contributing to the activation of various parts of the cerebral cortex or correcting problems in various areas of the psyche. By performing these exercises in the system, the hidden abilities of a person are manifested and the boundaries of the possibilities of his brain are expanding. As a rule, children studying at a speech center are not distinguished by good health, and in working with these children, health protection plays a huge role and increases the efficiency of correctional work. Elements of health-saving technologies were included in almost every lesson. In the classroom I also used ICT (sounds, diagrams, visual symbols). Thanks to the above technologies, it was possible to build speech therapy work on the differentiation of sounds based on various analyzers: speech-auditory, speech-motor, visual. During physical education sessions, work was also carried out to develop phonemic perception. Ball games were used to develop phonemic processes. The exercises are presented in the "Collection of exercises for the development of phonemic perception in younger students" (Collection published on the pages of the electronic publishing house ZAVUCH.INFO)).
This material was also recommended for use by primary school teachers in the development of phonemic representations in the classroom and at other regime moments in order to prevent dysgraphia and dyslexia, develop the skill of sound analysis and synthesis.
Control stage.
A year later, after the formative experiment, repeated examination of phonemic processes in the experimental and control groups (control diagnostics) using the same speech samples as at the ascertaining stage. Tables 8-13 (Annex 1) Comparison of the results of the first and second slices makes it possible to evaluate the effectiveness of the correction. As a result of the correction, there is a significant increase in the percentage of quality of test performance in children of the experimental group. (Percentage of the quality of performing tests on phonemic perception in children from EG increased from 55.9% to 98.6%, sound pronunciation - from 77.57% - to 97.87%, the formation of the skill of sound analysis - from 59.72% to 99 ,5% A slight positive trend is observed in the children of the control group (the percentage of the quality of test performance for phonemic perception in children in the CG increased from 66% to 80.5%, sound pronunciation - from 73.3% to 83.3%, the formation of the skill sound analysis - from 69.5% to 83%) Without special remedial training for children with speech disorders, the process of forming the phonemic processes necessary for successful mastery of reading and writing is impossible. Tables 14-15 (Annex 1)
It can be concluded that the activities carried out by me contributed to the development of phonemic perception and other phonemic processes necessary for the successful mastery of written speech. Thus, the goals have been achieved, the tasks set during the implementation of the project have been fulfilled.
Conclusion.
A theoretical study of the problem of unformed phonemic perception in first-graders and the results of a pedagogical project led to the conclusion that the state of PE affects the level of a child's readiness to master written language. An unformed EF in time leads to secondary speech disorders (phonetic-phonemic, lexical-grammatical, general underdevelopment of speech) that prevent successful learning to read and write, which is the foundation for all further schooling. This implies the need for timely diagnosis and development of a system of corrective action through the creation of special conditions, taking into account the ontogeny of the development of PE, the principles of correctional development, personality-oriented learning, psychophysiological characteristics of younger students with speech disorders in order to prevent and correct dyslexia and dysgraphia.
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Lopukhina I.S. Speech therapy, 550 entertaining exercises for the development of speech. A guide for speech therapists and parents. - M.: Aquarium, 1995.-384 p.
Seliverstov V.I. Speech games with children. M.: VLADOS, 1994. -344 p.
Zamkovaya Olga Makarovna
Position: teacher speech therapist
Educational institution: MOUSOSH#1
Locality: S.Novoselitskoye, Stavropol Territory
Material name: methodical development
Subject: Project: "The system of didactic games and game techniques aimed at developing phonemic perception in children with ONR"
Publication date: 12.03.2017
Chapter: secondary vocational
Logopedic project
Topic: "The system of didactic games and game techniques aimed at
on the development of phonemic perception in children with ONR "
Completed:
Zamkova O.M. - teacher-speech therapist
highest qualification category
MOUSOSH#1s. Novoselitskoe
1. The relevance of this topic
is devoted
problem
formation
phonemic
perception in children with OHP of preschool age through the system
didactic games and game techniques.
The topic is relevant both for speech therapy and for pedagogy in general,
since the level of formation of the phonemic representation of
child depends on their further assimilation of literacy.
Full speech of the child is an indispensable condition for his
successful
learning
Therefore very
eliminate
speech deficiencies as early as preschool age. Most children with speech
pathology have difficulty in auditory differentiation of sounds
speech due to the underdevelopment of phonemic perception.
The problem of the development of phonemic perception is especially acute in
training
school
learning,
preschool
age,
formed
phonemic
perception, it is impossible to successfully master literacy and writing skills.
corrections
speech therapy
violations
preschoolers
positive
themselves didactic games and game techniques, and therefore the speech therapist needs to
widely use games in correctional work ”(V.I. Seliverstov).
Phonetic-phonemic
underdevelopment
violation
processes
formation
pronunciation
various speech disorders due to defects in perception and
pronunciation of phonemes with intact physical hearing and intellect.
Thus, in order to improve the efficiency of corrective work
formation of phonemic
perception
preschoolers
OHP is necessary
use
didactic
game tricks.
Target abstract - describe the system of didactic games and game techniques,
aimed at the formation of phonemic perception in
children used in speech therapy.
The system of didactic games and game techniques aimed at
development of phonemic perception in preschoolers
The role of didactic play in the development of a child's speech
Didactic game is the link between the game and learning. For
is an
adult
ways
learning.
Essence
didactic
is
mental
proposed
entertaining
overcoming
certain
difficulties.
perceives
mental
practical,
game, which increases his mental activity. (A.K. Bondarenko).
Didactic
certain
structure,
distinguishing
exercises.
Structure
main
elements,
characterizing
learning
activity
simultaneously.
The following structural components of the didactic game are distinguished:
didactic task;
game task;
game actions;
rules of the game;
result (summarizing).
contemporary
speech therapy
didactic
created
teacher
specifically for educational purposes, when learning takes place on the basis of a game
and didactic task. In the didactic game, the child not only receives
summarizes
fixes
Didactic
acts simultaneously as a type of gaming activity and a form of organization
interaction between a speech therapist and a child.
creation
contemporary
didactic
conducive
development
belongs
Tiheeva.
claims that speech is an invariable companion of all the actions of the child; word
fix
efficient
digestible
child.
The manifestations of the child's speech come out most clearly in play and through play.
In word games, A.K. Bondarenko, the child learns to describe
items,
guess
description,
featured
similarities
differences,
group
items
various
properties,
signs,
find
alogisms in judgments, to invent stories yourself.
Game actions in word games form auditory attention, skill
listen to sounds encourage repetition of the same
the same sound combination, which exercises the correct pronunciation of sounds and
usage
didactic
speech therapist,
contribute
development
activity
raising
the effectiveness of corrective action.
2. Development of phonemic perception in the development of children's speech
preschool age
Phonemic perception is the ability to capture and distinguish between
hearing the sounds (phonemes) of the native language, as well as understanding the meaning of various
combinations
helps
differentiate
human
volume,
speed,
intonation.
Children with impaired phonemic perception often distort those words in speech.
sounds that can be pronounced correctly. Cause of wrong speech
unwillingness
speak
right,
shortcomings
phonemic perception. For children with phonemic underdevelopment
perception is also characterized by violations of the sound and syllabic structures of the word
(omission, insertion, permutation, repetition of sounds and syllables). Via
development of articulation skills can only be achieved minimal
temporary.
Phonemic
perception
is an
the most important
incentive
formation
normalized
pronunciation.
Permanent correction of pronunciation can only be guaranteed if
leading
formation
phonemic
perception.
Undoubtedly
phonemic
lexico-grammatical
representations.
systematic work on the development of phonemic perception, children are much
perceive
distinguish:
graduation
prefixes
cognate words, common suffixes, prepositions with consonants
sufficient
well-formed
phonemic
perception
impossible
becoming
phonemic
processes,
emerging
formation
full-fledged
phonemic representations, phonemic analysis and synthesis. In my
lengthy
special
exercises
formation
the skills of sound analysis and synthesis, children do not master literate reading
violation
phonemic
perception
manage
sound
analysis
leads
difficulties
violations
(omissions,
rearrangement, replacement of letters) and is the reason for their poor progress. Work
development
phonemic
perception
meaning
assimilation
correct
sound pronunciation
further
successful
teaching children at school. It leads the child to a complete analysis of the sound
composition of the word, necessary for teaching literacy. child with good
phonemic
in acceptance
violating
sound pronunciation, that is, with the inability to correctly pronounce some
right
connects
the corresponding letter, and does not make mistakes in the letter.
3. Stages in the work on the formation of phonemic perception
The development of phonemic perception is carried out at all stages
held
frontal,
subgroup and individual lessons.
This work begins on the material of non-speech sounds and gradually
covers all speech sounds included in the sound system of a given language.
Parallel
held
development
auditory attention and auditory memory, which allows you to achieve the most
effective
accelerated
results
development
phonemic
perception.
inability
listen carefully
surrounding
is an
wrong
sound pronunciation.
formation
phonemic
perception
identify the following steps:
stage
recognition
non-speech.
process
special games and exercises in children develop the ability to recognize and
making a difference
non-speech
contribute
development
auditory
attention
auditory
impossible
teach children to differentiate phonemes.
material
identical
words differ: rhymes, change in sound complex in height and strength "and
etc.). During this stage, preschoolers learn to distinguish between height,
3rd stage- the difference between words that are close in their sound composition, through
different from the rest, pick up a rhyme for the poem, reproduce
syllables with a change in stress, reproduce the word in rhyme, etc. On the
At this stage, children should learn to distinguish between words that are similar in sound
offered
learn
to distinguish between words that differ in one sound (Words are selected in which
different sounds are distant in terms of acoustic-articulatory properties. For example,
whistling - sonorous or affricates - sonorous).
4th stage –
differentiation
exercises
stage teach children to listen to the sound of syllables and words, independently
find
dissonant
right
reproduce
syllable combinations develop auditory attention. Children can be offered
perform the following tasks: reproduce syllable combinations with the same
vowels and different consonants, syllable combinations that differ in
voiced-deafness
poo-boo-poo);
reproduce
syllabic
building up
consonants
syllabic
combinations
common confluence of two consonants and different vowels (tpa-tpo-
tpu-tpy).
5th stage –
differentiation
sounds.On
recognize the phonemes of the native language. Start with differentiation
vowel sounds. At this stage, children learn to isolate the desired sound from the composition.
didactic exercises - teach children to listen to the sound of words, clearly and
right
pronounce
find
allocate
certain sounds, develop phonemic hearing.
6th stage –
development
phonemic
the task of the last, sixth, stage of classes is the formation in children
basic sound analysis skills. This work begins with
preschoolers are taught to determine the number of syllables in a word and slap two
and three compound words; slap and tap the rhythm of words of different syllabic
where children learn to identify the place of a vowel sound in an ore of other sounds. Then
begin to analyze consonants. At the same time, the child is first taught
highlight the last consonant in a word. Implementation of activities for
the above stages takes place with complex interaction with narrow
specialists.
Thus, work on the development of phonemic perception
should
be carried out
step by step:
beginning
allocation
distinctions
non-speech
sounds
thin
differentiation
sounds
relatives
acoustic and articulatory properties. In parallel, work is underway
on the development of auditory attention and memory in preschool children.
4. A complex of games and game exercises aimed at the formation
phonemic perception
A complex of games and game exercises aimed at the formation
phonemic
perception
preschool
age
speech
violations include:
1. Games aimed at developing auditory attention.
2. Games for the development of speech hearing.
3. Games to distinguish between correctly and defectively pronounced sound.
4. Distinguishing words that are close in sound composition.
5. Differentiation of syllables.
6. Differentiation of sounds.
7. Games aimed at the formation of sound analysis and synthesis.
8. Characteristics of sounds.
Games aimed at developing auditory attention, recognition
non-speech sounds
Games of this group contribute to the development of auditory influence in children and
control, teach children to listen carefully and perceive correctly
the speech of others
"Learn by sound"
Target. The development of auditory attention, phrasal speech.
Equipment: screen,
various
items
shelf, etc.)
Description of the game. The leader behind the screen makes noises and sounds in different
items. The one who guesses what the leader makes noise raises
hand and tells him about it.
Noises can be made in different ways: throwing a spoon, an eraser, a piece of
cut
material, etc.
The one who guesses the noise gets a chip as a reward.
Games for the development of speech hearing
During this stage, preschoolers are taught to distinguish between height, strength and
The purpose of these games and exercises is to teach children to speak loudly, quietly,
reproduce
onomatopoeia,
develop
auditory perception.
"Three Bears".
Game progress: an adult exposes pictures of three bears in front of the children -
large, medium, small. Then, telling the tale of the three bears,
pronounces
relevant
"Guess who"
Target. Ear training.
Description of the game. Children stand in a circle. The driver goes to the middle of the circle,
closes his eyes and then walks in any direction until he hits
“ku-ka-re-ku”, “av-av-av” or “meow-meow”, etc. The driver must guess who
shouted from the children. If he guesses correctly, he becomes in a circle. The one who is known will
leading. If you do not guess, then it remains to drive again.
Games aimed at distinguishing between correct and defective pronunciation
sound
"What's the right way to say it?"
Target. Learn to identify defective words and correct them.
Description of the game. Speech therapist imitates distorted and normal
pronouncing a sound in a word and invites children to compare two types
pronunciation and reproduce the correct one.
"Pay attention"
Target. Learn
determine
right
pronunciation
words. Equipment. Pictures: banana, album, cage.
Description
games. Before
child
lay out
Pictures
offer
listen carefully to the speech therapist: if the speech therapist correctly names the picture
raises
not right
Spoken words: baman, paman, banana, banam, wanan, come on, bawan, wanan;
kjetka, kletta, tletka, kvetka, tlekta, kvetka.
Games aimed at distinguishing words that are close in sound composition
"Dunno confused"
Target. Learn to choose words that sound similar.
Equipment. Pictures: onion, beetle, bough, cancer, varnish, poppy, juice, house, scrap, catfish,
spoon, midge, matryoshka, potato, etc.
Description
games. Speech therapist
pronounces
offers
a word that is not like the rest:
Poppy, tank, so, banana; - catfish, com, turkey, house;
Lemon, wagon, cat, bud; - poppy, tank, broom, cancer;
Scoop, gnome, wreath, ice rink; - heel, fleece, lemon, tub;
Branch, sofa, cage, mesh; - skating rink, skein, house, stream, etc.
"Say a word"
Target. Learn to choose the right word in meaning and sound.
Description of the game. The speech therapist reads the couplet, emphasizing the last word with his voice
in the first line, and prompts you to choose one word for rhyme from
proposed:
I sewed a shirt for Mishka, I'll sew him ... (pants).
On holidays, on the street, in the hands of the children
Air is burning, shimmering ... (balloons).
He is with a bell in his hand, in a blue-red cap.
He is a fun toy, and his name is ... (Petrushka!)
All the guys from the yard shout to the kids: (“Hurrah!”)
In this river, two ... (sheep) drowned early in the morning.
There is a big fight in the river: two quarreled ... (cancer).
"Well listen"
An adult gives the child two circles - red and green and offers a game:
if the child hears the correct name of the object depicted on
picture, he must raise the green circle, if incorrect - red
(b a m a n,
The complication of such games - exercises is as follows: first
words are selected that are light in sound composition, then more complex
Games aimed at differentiating syllables
"Repeat Right"
Target. Develop phonemic perception, the ability to clearly reproduce
syllable chains.
Equipment: ball.
Description of the game. Children sit in a circle. The teacher asks the children to take turns
catch the ball and listen carefully to the chain of syllables, then the child should
repeat correctly and throw the ball back. Syllabic rows can be
different: mi-ma-mu-me, pa-pa-pa, sa-sa-za, sha-sa ....
"Living syllables"
Three children memorize one syllable each and go behind the screen, and leaving from there,
pronounce
rest
determine
second and third. Later, the syllables that make up the word are introduced into the games,
for example, MASHI-NA, after naming the syllable series, the children answer that
it turned out, or they find such a picture among others.
Games aimed at differentiating sounds
An adult gives pictures to a child Pictures of a train, girls,
birds and explains: “The train is buzzing woo; the girl is crying ah-ah-ah-ah; birdie
pronounces
for a long time,
brings up the corresponding picture.
Similarly, work is carried out to distinguish between consonant sounds.
"Find a place for your picture"
Target. Vocabulary activation, differentiation of various sounds.
Equipment. Pictures, in the name of which there are sounds [w] and [g].
Description of the game. The children are sitting at the tables. The teacher shows them pictures
pictured
I hear: shhhh... I put this picture on the left side of the table.” Then
shows
picture,
pictured
recalls,
buzzing: w-w-w-w... “I put this picture on the right side of the table.
Now I will show and name the pictures, and you listen, in the title
which of them will be the sound [w] or [g]. If you hear the sound [w], then the picture
should be put on the left, and if you hear the sound [g], then it should be put on the right.
shows
execute
causes
children in turn, who name the displayed pictures.
Pictures
pick up
spoken
matched their spelling. You can’t take such words where the sound [g] stands
at the end of a word or before a voiceless consonant.
"Find your picture"
Target. Differentiation of sounds [l] - [p] in words.
Equipment. Pictures,
name
each sound pick up the same number of pictures.
Description
games. teacher
lays out
Pictures
drawing
divides the children into two groups and tells them that one group will
select pictures for the sound [l], and the other - for [p]. Approaching your group
the child claps the palm of the person in front and stands at the end of the group, and
the one who comes first goes after the next picture, and so on. When all
the children will take the pictures, both groups turn to face each other and
called
Pictures.
repetition
modify:
Games aimed at the formation of phonemic analysis
and synthesis
"Catch the Sound"
Target. Learn to distinguish a sound from a number of other sounds.
Description of the game. Children sit in a circle. The teacher invites the children to clap
U, A, K, A, etc. For complication, only vowel sounds can be suggested.
Similarly, a game is played to highlight other sounds, both vowels and
consonants.
Games for highlighting the first and last sound in a word, determining the place
sound (beginning, middle, end)
"Fun Train"
Target. Learn to determine the location of the sound in the word.
Equipment: toy
Pictures,
titles
a certain sound that occupies different positions in a word.
Description
games. Before
located
locomotive
carriages in which toy passengers will travel, each in his own carriage:
in the first - those in the name of which the given sound is at the beginning of the word, in
the second - in the middle of the word, in the third - at the end.
Games for determining the sequence of sounds in a word
Games aimed at determining the characteristics of sounds
"Colorful balls"
Target. Consolidation of differentiation of vowels and consonants, development
attention
you were fast
thinking. Equipment: balls
red
colors. Description of the game. Red is a vowel. Blue - no. What's the sound? give me
The teacher throws the ball to the children. The catcher calls a vowel if the ball
red, consonant - if the ball is blue, and throws the ball back
teacher.
"Show the circle of the desired color"
Target. F o n c e
d i d e f e r e n c i a t
g a s n s
with o c o n s s
sounds, Equipment: red and blue circles according to the number of children.
Description of the game. Each child is given a red and a blue circle.
The teacher invites the children to listen to different sounds, and a blue circle is raised,
if they hear a consonant and red if a vowel.
Description of the game. First option.
Differentiation games can be played similarly
consonants in softness - hardness, sonority - loudness.
"Name your brother"
Target. Anchoring
representations
m i g k i x
consonants. Equipment: ball. Description of the game. First option.
The speech therapist calls a solid consonant sound and throws the ball to one of the children.
The child catches the ball, calls it a soft pair - "little brother" and
throws over
speech therapist.
accept
carried out at a fairly fast pace. If the child makes a mistake and gives
wrong answer, then the speech therapist himself calls the desired sound, and the child repeats
So
the way
didactic
games
r a z v i t i u
phonemic perception contribute to the successful development of children
prerequisites for the further development of the norms of the native language, so
development
phonemic
hearing
perception
It has
big
meaning
mastering
skills
reading
letters,
positively
affects the formation of the entire speech system of a preschooler, as well as
lays
basics
successful
learning
school.
Task
speech therapist
is to arouse students' interest in the game,
competently organize the game, providing an interested perception
children
studied
material
attracting
mastery
new
knowledge, skills and abilities.
Conclusion
recent
researchers
apply
problem
phonemic
perception
preschoolers.
by chance,
development
correlations
clear auditory differentiation, the ability to analyze speech
current into component units. Hence, high level development
phonemic perception is a prerequisite for the successful development
literacy in the future, especially for children with speech disorders.
Thus, without special corrective action, the child
will not learn to distinguish and recognize phonemes by ear, analyze
syllabic structure of words. The described phased complex of gaming exercises
in the classroom contributes to sufficient formation
phonemic
perception.
Application
practice
didactic games significantly increases the level of readiness for school
learning, prevents dysgraphia and dyslexia.
speech therapists
educators
and parents of preschoolers with OHP.
Bibliography
Altukhova N.G. Learn to hear sounds. - St. Petersburg, 1999.
Agranovich Z.E. To help speech therapists and parents. Compilation of homemade
tasks to overcome the underdevelopment of the phonemic side of speech
in older preschoolers. - St. Petersburg, 2005
Aleksandrova T.V. Live sounds or phonetics for preschoolers -
St. Petersburg. 2005.
Bondarenko A.K. Didactic games in kindergarten: Book. For
Vlasenko I.T. Chirkina G.V. Methods for examining speech in children. /
I.T. Vlasenko, G.V. Chirkina - M., 1970.
Varentsova N.S., Kolesnikova E.V. The development of phonemic hearing in
preschoolers. - M., 1997.
Gadasina L.Ya., Ivanovskaya O.G. Sounds of All Trades: Fifty
speech therapy games. SPb. 2004.
Games in speech therapy work with children / ed. Seliversotov V.I. -
Golubeva G.G., Correction of violations of the phonetic side of speech in
preschoolers - St. Petersburg. 2000.
Durova N.V. Phonemics. How to teach children to hear and correctly
pronounce sounds / N.V. Durov. – M.: Mosaic-Synthesis.
Zhurova L.E., Elkonin D.B. On the question of the formation
phonemic perception in preschool children. M.:
Enlightenment, 1963.
Maksakov A.I., Tumakova G.A. Learn by playing. - M., 1983.
Tkachenko T.A. If the child does not speak well. –SPb., 1997.
Tumakova G.A. Familiarization of preschoolers with the sounding word. – M.,
Seliverstov V.I. Speech games with children. - M .: Vlados, 1994
Dictionary "Terms and concepts of speech therapy" // "Speech therapy" (Ed. L.S.
Volkova)
Tumakova G.A. Familiarization of a preschooler with a sounding word / Under
ed. F. Sokhin. - M .: Mosaic-Synthesis, 2006.
1.2.6. Features of the work of a speech therapist and educator on the development of phonemic hearing and phonemic perception
In the work on the formation of phonemic perception, the following stages can be distinguished:
Stage I - recognition of non-speech sounds;
Stage II - distinguishing the height, strength, timbre of the voice on the material of the same sounds, words, phrases;
Stage III - distinguishing words that are close in their sound composition;
Stage IV - differentiation of syllables;
Stage V - differentiation of phonemes;
Stage VI - development of skills in elementary sound analysis.
Work on the formation of phonemic perception begins with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the causes of incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.
Work on the formation of phonemic perception at the very beginning is carried out on the material of non-speech sounds. In the process of special games and exercises, children develop the ability to recognize and distinguish between non-speech sounds.
Children should learn in games to distinguish between the pitch, strength and timbre of the voice, listening to the same speech sounds, sound combinations, words.
Then children learn to distinguish between words that are similar in sound composition. Later, they learn to distinguish between syllables and then the phonemes of their native language.
The task of the last stage of work is to develop in children the skills of elementary sound analysis: the ability to determine the number of syllables in a word; slap and tap the rhythm of words of different syllabic structures; highlight the stressed syllable; analyze vowels and consonants.
1.2.7. Joint work of a speech therapist and educator on sound pronunciation
The work of an educator and the work of a speech therapist are different in correcting and shaping sound pronunciation in organization, methods, and duration. It requires different knowledge, skills and abilities. Consider the main differences:
Preparatory stage
Sound appearance stage
Sound acquisition stage (correct pronunciation of sound in speech)
The conditions necessary for the formation of the correct sound pronunciation in preschoolers with FFNR:
for the initial production of sound, a number of sounds belonging to different phonetic groups are selected;
in this case, it is advisable to use all analyzers. Relying on kinesthetic sensations contributes to the conscious sounding of speech;
the development of sounds mixed in the speech of children is carried out in stages and distributed over time;
fixing the set sounds in the process of differentiating all close sounds;
the material for fixing and automating sounds is selected in such a way that there are no defective and mixed sounds in the child’s speech; so that the selected material can contribute to the enrichment, clarification of the dictionary, the development of grammatically correct coherent speech.
1.2.8. Consolidation of children's speech skills in individual and frontal classes, in sensitive moments
Individual classes on the instructions of a speech therapist are conducted by the educator during the afternoon, immediately after daytime sleep, that is, from about 15 o'clock until midday. This is the so-called speech therapy hour. The teacher deals individually with those children whose names the speech therapist wrote down in a special notebook for evening assignments. This notebook is filled daily. In addition, the speech therapist gives the group completed notebooks of those children with whom he worked in the morning.
It is very important that during the individual lesson of the teacher with the child, all other children do not distract them, they are busy with quiet games. Board games and desktop-printed games are best suited for this purpose. And if the teacher, when distributing them, takes into account the characteristics of each child, then such a game simultaneously gives a learning effect. For example, if a child has difficulties with fine motor skills, he should be offered to assemble a mosaic or string beads, if there are difficulties with constructive activity, fold cut pictures or special cubes according to the model, etc.
Classes with children are best done in a specially equipped speech therapy corner. A large mirror is installed here, in which the faces of the child and the teacher can be reflected at the same time. In addition, here it is desirable to have visual material for fixing the sounds [P], [Pb], [L], [L], whistling and hissing sounds.
When studying with a child, the educator must remember that the pronunciation of all phonetic material in the notebook should occur with the obligatory isolation of the fixed sound in the voice - pronounced exaggeratedly. The teacher should not miss a single phonetic or grammatical error in the child's speech. The lesson can be continued only after the child says everything correctly. The educator must pronounce all speech material loudly, clearly, slowly and achieve the same from the baby.
The teacher must carefully monitor the speech of the children and correct their mistakes not only in the classroom, but throughout all regime moments. Moreover, it is very important that all the mistakes of the children are corrected by the teacher correctly. In no case should you mimic the child, make fun of him, as this can provoke a decrease in speech activity (up to complete silence in the group), isolation, and a negative attitude of the baby to the teacher, to learning in general.
The manners of correcting mistakes in the speech of children outside of classes and during classes differ from each other. So, during games and household activities, one should not draw the attention of children to the mistakes of one of them, it is better to do this unnoticed by the rest. For example, during the game, one of the guys says to the other: “Take off the shoes of all the dolls, bring them without shoes.” The teacher, using a short break in the game, calls this child to him and invites him to listen to the correct and incorrect combinations of words (“all dolls” or “all dolls”, “without shoes” or “without shoes”). And then he asks: “What is the best way to say it?”. And only then asks to repeat the correct phrase.
If an error occurs in an appeal to the teacher, then you can react like this: “You can say it right, come on, try!” or “I don’t understand you. Think and say right.
Now about correcting mistakes in the classroom. Here, firstly, time is limited and long, lengthy clarifications of how best to say it are inappropriate on the part of the educator. Secondly, the attention of children is riveted to the speech of the respondent and imperceptibly, it is impossible to correct his mistakes, and it is not necessary. And, thirdly, classes, in contrast to cases of spontaneous uncontrolled communication by the child, should take place with the maximum mobilization of the respondent's attention, with an emphasis on competent, clear speech.
In connection with the foregoing, mistakes in the course of classes should be fixed by the educator immediately (“Wrong”, “Wrong”, “He didn’t say so”). All children are involved in correcting grammatical inaccuracies. The educator himself corrects the grammatical error of the child only when most of the children could not do this.
Errors in pronunciation should also be recorded and corrected in the course of the answer. For example, if the child did not pronounce the sound [P] correctly, the teacher can offer him: “Repeat after me, highlighting the sound [P], the words: build, slide, collect, play.”
It can also happen this way: one of the guys really wants to answer, and the teacher knows in advance that the kid will not pronounce a word that is complex in syllabic structure (policeman, blanket cover, plumber) and this will cause the rest to laugh. You should invite the child to say the answer to the teacher in the ear, and then praise the baby for his efforts.
In order for children to speak clearly and with the least number of phonetic errors in all classes, the teacher must set the tone with his very clear, loud enough and slow speech.
The process of normalization of speech and the extinction of the pathological reflex are possible only with increased attention of the child to the speech of others and his own. Naturally, such work requires patience, tact, composure and constant ingenuity from the educator.
Chapter II. Practical part
Preschool childhood is one of the most important stages in a child's life: without a fully lived, comprehensively filled childhood, his entire subsequent life will be flawed. The extremely high rate of mental, personal and physical development during this period allows the child to quickly go from a helpless creature to a person who owns all the basic principles of human culture. He does not follow this path alone, there are always adults next to him - parents, educators, psychologists. Competent interaction of adults in the process of raising a child ensures the maximum realization of all the possibilities available to him, will help to avoid many difficulties and deviations in the course of his mental and personal development. The plastic, rapidly maturing nervous system of a preschooler requires careful attitude. When creating new intensive programs of developmental work with a child, it is necessary to keep in mind not only what he can achieve, but also what physical and neuropsychic costs it will cost him. Any attempts to shorten the preschool period of life as "preliminary", "fake" violate the course of the individual development of the child, do not allow him to use all the opportunities that this age provides for the flourishing of his psyche and personality.
Senior preschool age immediately precedes the child's transition to the next, very important stage of his life - entering school. Therefore, a significant place in work with children of the 6th and 7th years of life begins to be occupied by preparation for school. Two aspects can be distinguished here: firstly, the ongoing purposeful development of the child’s personality and cognitive mental processes that underlie the successful development of the curriculum itself in the future, and secondly, teaching elementary school skills and abilities (elements of writing, reading, counting ).
The problem of a child's readiness for schooling is considered primarily as a psychological one: priority is given to the level of development of the motivational-need sphere, the arbitrariness of mental processes, operational skills, and the development of fine motor skills of the hand. It has been established that intellectual readiness for school alone does not ensure the successful entry of the child into educational activities.
The entire first set of methods was aimed at qualitative diagnostics of the development of those mental functions that occupy a central place in the overall picture of the child's psychological maturity and his readiness for systematic learning.
Lexis and grammar. Many researchers (and others) assign the leading place in the integrated approach to speech correction to the formation of phonemic perception, i.e., the ability to perceive and distinguish speech sounds (phonemes).
Analysis of the data allows us to establish that children with speech disorders have underdevelopment of all the functions of the phonemic system.
My practical experience also confirms that the development of phonemic perception has a positive effect on the formation of the entire phonetic side of speech, including the syllabic structure of words.
A stable correction of pronunciation can only be guaranteed with the advanced formation of phonemic perception.
There is no doubt the connection between phonemic and lexico-grammatical representations. With systematic work on the development of phonemic hearing, children perceive and distinguish much better: word endings, prefixes in single-root words, common suffixes, prepositions when consonants come together.
In addition, without sufficient formation of the foundations of phonemic perception, it is impossible to form its highest level - sound analysis, the operation of mental dismemberment into constituent elements of various sound complexes, combinations of sounds, syllables and words. Without lengthy exercises in the formation of sound analysis and synthesis skills (combining sound elements into a single whole), children with speech disorders do not master literate reading and writing.
What is phonemic awareness- this is "a subtle, systematized hearing that allows you to distinguish and recognize the phonemes of your native language" (T. Filicheva).
Phonemic perception it is “the ability to distinguish between phonemes and determine the sound composition of a word” (T. Filicheva).
In the work on the development of phonemic hearing and phonemic perception, it is customary to distinguish the following stages:
- exercises in distinguishing non-speech sounds; exercises in distinguishing the same sounds, syllables, words, sentences of different height, strength and timbre in voice; exercises in distinguishing similar sounds, syllables, words that differ in one sound; exercises aimed at the formation and development of sound analysis and synthesis skills.
I want to talk about the last two stages in the development of phonemic awareness through didactic games and exercises.
Let us dwell on the exercise to distinguish between children correctly and incorrectly pronounced words by a speech therapist. This gradually forms in children the ability to hear mistakes, first in someone else's speech, and then in their own speech. This is the simplest form of phonemic perception.
Exercises:
"Disgruntled Dwarf" Children are invited to listen to a series of syllables (words or a single phrase). If they hear the wrong pronunciation of sounds, they raise a picture with the image of a disgruntled gnome.
"What is the right way to say it?" The speech therapist imitates distorted and normal pronunciation of a sound in a syllable (word) and invites children to compare two types of pronunciation and reproduce the correct one.
"Pay attention". Pictures (banana, album, cage) are laid out in front of the child and they are offered to listen carefully to the speech therapist: if the speech therapist correctly names the picture, the child raises a green flag, incorrectly - red. Spoken words:
Baman, paman, banana, banam, wawan, davan, bawan, vanan, etc.
Anbom, aybom, alm, album, anbom, avbom, alpom, alnom, abl, etc.
Cage, ketka, cage, cage, kvekta, flekta, kvetka, etc.
Another variant:
The adult shows and names the picture with the image of a banana, and then explains that now he will name the picture correctly and incorrectly, and the children should clap (stomp, raise the signal card) if the word is pronounced correctly by the adult.
Examples of used games and exercises
"Dunno confused." The speech therapist tells the children a story about Dunno, who found a lot of pictures and can’t select the ones he needs from them. The speech therapist invites the children to help Dunno and lays out pictures on the table (onion, beetle, bough, cancer, varnish, poppy, juice, house, scrap, catfish, spoon, midge, matryoshka, potatoes, etc.). Children receive the first task: put pictures into boxes with objects depicted on them that are pronounced similarly. Then the children receive the second task: to choose from a certain group of pictures the one that Neznaika needs (the subject shown in the picture is called by the speech therapist).
"Think of a word." The speech therapist invites children to listen to a word and come up with words that sound similar (mouse-bowl, bear, lid, bump, donut, chip; goat-braid, wasp, fox, etc.).
"How are the words different?" The speech therapist invites the children to look at a couple of pictures and name the objects depicted on them (whale-cat, beetle-bough, ball-scarf. Masha-porridge, slide-mink, etc.). Children must determine, with the help of leading questions of a speech therapist, the difference in the sound of these words.
"Superfluous word". The speech therapist clearly pronounces the words and invites the child to name a word that is different from the rest:
ditch, ditch, cocoa, ditch;
duckling, kitten, duckling, duckling;
com, com, cat, com;
minute, coin, minute, minute;
screw, screw, screw, bandage;
pipe, booth, booth, booth, etc.
"My word". The speech therapist offers the child three pictures, asks to name the objects depicted on them, and then pronounces the word and invites the child to determine which word is similar in sound to the one named:
pictures: poppy, house, branch; words for comparison: grid, lump, tank, cell;
pictures: scoop, wagon, gnome; words for comparison: house, lemon, can, paddock, ice rink;
pictures: gate, house, ice rink; words for comparison: handkerchief, leaflet, skein, gnome, lump, snail, etc.
"Poet". The speech therapist reads the couplet, highlighting the last word in the first line with his voice, and invites the child to choose one word for the rhyme from the suggested ones:
Whispers different fairy tales in my ear at night ... (feather bed, pillow, shirt).
Without a key, believe me, you will not open this ... (bedside table, door, book).
Even the table was dirty from the late evening ... (ran away, left, rode away).
Two sisters, two chanterelles found somewhere ... (matches, brush, spoon).
You have a doll, and I have a ball. You are a girl, and I ... (toy, bear, boy).
The mouse said to the mouse: how much I love ... (cheese, meat, books).
A gray wolf in a dense forest met a red ... (fox, squirrel).
The pavement was empty, And they left ... (buses, trams, taxis).
Katya Lena asks for paints, a pencil ... (pen, notebook, book), etc.
"Put it in place." The speech therapist reads a poem and invites the child to choose from words that are close in sound composition, denoting the objects shown in the picture, the right word and answer the question. Previously, the objects in the pictures are called the child, complex concepts are clarified.
I'll give you a task - to put everything in its place:
What did we roll up in the winter ...? What did they build with you...?
Got hooked in the river...? Maybe everything, though small in stature...?
Words to choose from: house, com, gnome, catfish.
I will give the task again - to put everything in its place:
What did the playful cat steal...? Mommy weaves for children ...?
Down from the mountains, flowing? What kind of slippery, flat ice...?
Words to choose from: skating rink, stream, wreath, skein, etc.
A large percentage of children who turn to a speech therapist are diagnosed with an "erased form of dysarthria" and it is fuzzy articulatory images that cause fuzzy auditory differentiation (distinction) of sounds. Therefore, work on sound pronunciation requires certain efforts from the speech therapist and is carried out over a long period.
At this stage, it is required not only to teach to distinguish sounds by ear. But also memorize and reproduce (pronounce) series of sounds and syllables.
It should be noted that the exercises use those sounds that the child pronounces correctly. Be sure to connect the game characters.
Aliens have come to visit us. We must learn their language, repeat after them:
Ta-Ta-ta - I am dzodzik.
Pa-po-poo - hello.
Pa-ta-ka - How are you?
But somehow - We flew from a distant planet, etc.
What do we do with these exercises? Learn to play:
Syllabic series with a change of stressed syllable;
Syllabic combinations with one consonant and different vowel sounds (we use sounds that differ sharply in articulation);
Syllabic combinations with consonants close in acoustic-articulation modes.
At this time, work is actively carried out to clarify the pronunciation of preserved sounds and consolidate them in speech, then work begins on staging, automation in various positions (in an open, closed syllable and with a confluence of consonants), and then in clarifying listening and speech perception. In the work on clarifying the sound by ear or discrimination, certain stages are distinguished:
- differentiation in a number of sounds; differentiation in a series of syllables; differentiation in a number of words; differentiation in sentences.
For example:
Games and exercises to clarify children's perception of sound[l].
- “Build a fence”, “Lay out a path”, “Hang apples”, “Decorate fingers”, etc. etc.,
if you hear a sound, syllable, word, sentence with the sound [l].
Sound differentiation work:
Similar in acoustic-articulatory features;
For deafness - sonority;
Hardness - softness
is conducted through the same stages (sound, syllable, word, sentence).
For example:
Introducing children to voiced and deaf consonants, it is possible to explain to them that when pronouncing voiced consonant sounds, “the neck trembles”, and offer to put your hand on the front surface of the neck, make a voiced sound; and when pronouncing deaf consonant sounds, “the neck does not work”, which is also checked by putting your hand on your neck and uttering a deaf sound.
Consider the stages of work on distinguishing consonant sounds [p] and [b]. The explanation starts from the step described above.
Exercise.
Children are given cards and given the task to raise a card with a bell if they hear the sound [b], and with a crossed out bell if they hear the sound [p]. Similarly, an exercise is carried out in distinguishing these sounds in syllables, words.
Phone game. Children sit in a row one after another. The speech therapist calls a syllable or a series of syllables (for example: her, boo-boo-bo, pa-pa-ba, etc.) into the ear of the first child. A series of syllables is passed along the chain, and the last child says it aloud. The sequence of the chain changes.
Game "Which is different?". The speech therapist pronounces a series of syllables (for example: boo-boo-bo, pa-pa-ba, ba-pa-ba, etc.) and asks the children to determine which syllable differs from the others and in what way.
Game "Finish the word."
The teacher pronounces the initial syllables, and the child ends them with the syllable ba or pa: gu, li, ry, shu, la, Liu, labor, shlya.
Game "Gifts".
Today is the birthday of the boy Bori and the girl Poli. They were given a lot of gifts, will help to sort them out. We will give the pictures with sound [b] to the boy Borya, and with the sound [p] to the girl Field.
Game Say the opposite.
The teacher throws the ball and calls words with a voiced and deaf consonant sound, the child catches the ball if the word has a voiced consonant, and if it is deaf, then the ball beats.
Another variant.
The teacher throws the ball to the child and pronounces a word containing a voiced consonant, the child catches the ball, returns it to the teacher and pronounces a word containing a paired voiceless consonant, or vice versa.
Similarly, work is being done on the differentiation of sounds close in acoustic-articulatory features and hard and soft consonants.
Game "Merry Travelers"
The teacher lays out pictures containing the sounds [c] and [w] in the names. Then he puts pictures of the car and the bus and asks the children to seat the animals, in the name of which there is a sound [s] in the bus, and with a sound [w] in the car.
Another variant.
Children seat animals with the sound [w] on the bus, and with the sound [c] in the car. Then tell which animals are on the bus and which are in the car. "There is a dog in the car." "There's a cat on the bus."
The game "Colorful mosaic".
The teacher lays out pictures with hard and soft consonants [in] and [in '] in front of the children. A blue clothespin should be attached to pictures with a hard sound, and a green one to pictures with a soft consonant.
One should not hurry with the transition to such a serious stage of work as the formation of skills in sound analysis and syllabic analysis and synthesis. Work on the syllabic structure of the word prepares the ground for this work.
First you need to exercise the children in listening to long and short words. The teacher gives the children long and short stripes and offers to raise the short one when they hear short words and vice versa (house, milk, caterpillar, whale, ball, escalator, Cheburashka, poppy, tape recorder, world). You can conduct outdoor games: sit down when you hear a short word and rise on your toes when you hear a long word.
Then teach children convey the rhythmic pattern of the word, it is the inability to reproduce a rhythmic pattern that leads to the fact that words in children with speech impairment do not find their syllable-by-syllable expression for a long time.
First, we teach children to do the task by imitation. The child (thumps, slaps, stomps) rhythmic pattern of two-syllable words from open syllables (pa-pa, ma-ma, ki-no, wa-ta, Vo-va, ka-sha, no-gi, bo-by, du- ha, dy-nya) by imitation, and then together with an adult and independently. After two-syllable words, we move on to three-syllable words (mo-lo-ko, ra-du-ga, ma-shi-na, ko-ry-to, ka-na-va) and only then to monosyllabic types (cat, smoke, poppy , top, tank). It is important to teach children to combine one clap with a one-syllable word.
Complicating the work on the syllabic structure of words, we exercise:
In the division into syllables of words with a confluence of consonants (tap-ki, pal-ka, bank-ka), remembering that the division occurs at the junction of morphemes;
In pronunciation of consonant clusters, including sounds that a child can pronounce.
With a common confluence of two consonants and different vowels (pta-pto-ptu-pty, tma-tmo-tmu-tmy, fta-fto-ftu-fty, etc.)
With a change in the position of consonants in their confluence (pta-pto-tpa-tpo).
Work on the formation of sound analysis and synthesis skills includes the following steps:
a) analysis and synthesis of vowel sounds ay, ya, ia;
b) isolating the initial stressed vowel from words like (duck, arch, needles, donkey, wasps, hoop);
c) the selection of the initial unstressed vowel from words like (watermelon, turkey, snail, alphabet, popsicle);
d) selection of final vowels from words like (poppy, whale, top, floor, soup, house);
e) analysis and synthesis of reverse syllables (ak, ip, ut, em, he);
f) analysis and synthesis of direct syllables (pa, tu, po, we);
g) selection of initial consonants from words like (nose, cat, godfather, us, poppy);
g) determining the place of any sound in a word (beginning, middle, end);
h) a complete sound analysis of words (how many sounds are in a word, what is their sequence, sound characteristics).
The development of phonemic analysis and synthesis skills is carried out gradually: at the beginning of work, based on materialization (the use of various auxiliary tools - graphic word schemes, sound lines, chips), on speech pronunciation (when naming words), at the final stage, tasks are performed on the basis of representations without reliance on aids and pronunciation.
Tasks are offered in a playful way, using such techniques as inventing words, working with subject pictures, signal flags (symbols, pictures), lowering the last (first) sound in a word when a speech therapist pronounces it and restoring it by children based on subject pictures, work with cards, etc.
The game "Who will fly to the moon"
The teacher lays out pictures of birds and animals in front of the children. Places a picture of a spaceship on the board. Only those animals and birds in the name of which have the sound [k] will go to the moon.
The game "Couples" ("Make a chain", "Close the ring").
The teacher gives the children one picture at a time, offers to consider and determine the last sound. Then the pictures from the second set are laid out on the table. The teacher invites the children to choose one picture, the name of which begins with the sound that ends with the name of the first picture. Pairs are made.
Another variant.
Children with a teacher stand in a circle, hands palms up and placed on a neighbor. The teacher calls the first word, highlighting the last consonant, and claps his hand on the neighbor's hand. The neighbor calls the word from the sound that ends the word of the teacher (forehead-bank-bus-sled-turkey).
