Didactic aids for the formation of the syllabic structure of words

Didactic manual for the formation of the syllabic structure of words

(for preschoolers 4-7 years old with word and phrase formation disorders)

Compiled by:

Chakhova Valentina Petrovna, speech therapist teacher

Russia, Tyumen, municipal autonomous institution

preschool education child development center

kindergarten No. 158 in Tyumen

While engaged in speech therapy practice, we came to the conclusion that in order to increase the effectiveness of correctional work, it is necessary to have a large variety of games and aids. In children with speech disorders, in addition to defects in sound pronunciation, the syllabic structure of the word is often impaired - the ability to correctly reproduce in speech words of different syllable composition (two-, three-, four-syllables, with a combination of consonants, etc.). This particular manifestation of speech pathology is one of the most difficult to correct, and it is one of the causes of school dysgraphia and dyslexia. Violation of the syllabic structure of speech negatively affects the formation of the lexical and grammatical aspects of speech

In order to correct defects in the syllabic structure of words (eliminations, omissions, distortions, perseverations, etc.), we have developed and tested a didactic manual that allows us to solve a whole range of various problems in the process of logocorrection:

Replenish and activate children's vocabulary.

Develop children's phonemic awareness.

Develop mental operations (ability to generalize, classify), attention, memory.

Restore the rhythmic pattern of words in children’s speech based on visual, auditory, and kinesthetic functions.

Form a sound analysis of words.

Form optical-spatial orientations.

Clarify and consolidate the lexical meaning of words.

Develop the lexical and grammatical structure of speech, coherent speech.

Didactic games with visual material:

1. “Say it in one word”

Goal: to form and consolidate children’s ideas about generalizing words.

Progress of the game: the speech therapist asks the child (children) to name several pictures in one word (dress, jacket, pants, hat - clothes, etc.).

2. “Name the word with the given sound”

Goal: to form and develop sound analysis of words.

Progress of the game: the speech therapist asks the child (children) to show and name pictures for a given sound (W – hat, pants, fur coat; Z – hare, zebra, etc.). A more complicated version of the game is to name words with a given sound at the end or middle of the word.

3. “Put the picture in the house (basket, garage, drawer, closet)”

Goal: to form and develop the rhythmic pattern of words of different syllabic composition; development of spatial orientations.

Progress of the game: the speech therapist asks the child (children) to divide the words into syllables (clap their hands). Words with one syllable are located in a house (locker, garage, basket, box) with one symbol (red circle); with two syllables - in a house (locker, garage, basket, box) with two symbols, etc.

4. “Find the extra object”

Goal: to develop mental operations, visual and auditory attention.

Progress of the game: the speech therapist asks the child (children) to find an extra item among the others (a fungus among the berries, an animal among the clothes, a vegetable among the fruits, etc.) and explain their choice.

5. “Who (what) does what?”

Goal: to develop the lexical and grammatical structure of speech, coherent speech.

Progress of the game: the speech therapist asks the child (children) to tell what a cow, a car, a plane, an apple, etc. is doing (a cow is mooing, a plane is flying, an apple is hanging, etc.).

6. “Describe the words”

Goal: to teach children to use adjectives in speech and to correctly coordinate them with nouns.

Progress of the game: the speech therapist asks the child (children) to describe as a separate object (dress, boletus, cat, etc.); and a generalizing word (clothes, animals, berries). For example, the dress is summer, the cat is fluffy, the clothes are warm, the car is big, etc.

Game option: the speech therapist asks the child to find objects based on some characteristic (all red, all fluffy, all edible).

7. "Confusion"

Goal: to develop mental operations, visual and auditory attention, memory.

Progress of the game: the speech therapist asks the child (children) to “untangle” the pictures (domestic animals are “mixed” with wild animals, vegetables with fruits, mushrooms with berries, etc.) and explain their choice.

8. “What for what?”

Goal: to develop the grammatical structure of speech, coherent speech, coordination of words in a sentence, thinking.

Progress of the game: the speech therapist asks the child (children) to explain why a car, a ship, an airplane, mushrooms, vegetables, fruits, pants, a jacket, a hat, etc. are needed.

Game option: children explain what can be done with any object.

9. “Come up with a proposal”

Goal: to activate children’s imagination, teach them to coordinate words in a sentence, use prepositions, and develop coherent speech.

Progress of the game: the speech therapist asks the child (children) to come up with a sentence with a given word, or offers a word to choose from (a car is driving along the road, a ship is sailing on water, a mushroom is growing in the forest, etc.).

10. “Make up a story”

Purpose: to activate imagination, fantasy; develop grammatical structure of speech, coherent speech.

Progress of the game: the speech therapist asks the child (children) to come up with a story about someone (something). For example: Here is a little puppy. His name is Sharik. He has soft fur and a short tail. He loves to walk and wag his tail.

Visual material (photo 1,2,3,4,5)

We invite teachers of preschool education in the Tyumen region, Yamal-Nenets Autonomous Okrug and Khanty-Mansi Autonomous Okrug-Yugra to publish their teaching materials: - Pedagogical experience, original programs, teaching aids, presentations for classes, electronic games; — Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with families and teachers.

Why is it profitable to publish with us?

1. “Kindergartens of the Tyumen Region” is an officially registered specialized media outlet at the federal level. 2. The activities of the editorial office are supported by the Department of Education and Science of the Tyumen Region 3. We issue a “Certificate of Publication” in the media. 4. The document has a unique number, is entered in the register, has the original seal of the editorial office of the online publication and signature. 5. “Certificate of publication” in the media is sent to the author in both paper and electronic versions.

Details >>>

Sample “Certificate of publication of author’s methodological material in the media.”pdf

Information
For parents
Speech therapist advice
Games used to correct violations of the syllabic structure of words

Games used to correct violations of the syllabic structure of words

Prepared by a speech therapist teacher
1. Game “Add words”

Goal: practicing two-syllable words from open syllables, with a closed syllable, with a combination of consonants, composing sentences with a given word, finding a given sound in a word, formation of singular and plural nouns, clarification, enrichment of the verbal dictionary, classification of objects, development of attention, logical thinking .

- “Put the puzzles together”; make up a word from two parts, name the stressed syllable, come up with a sentence with this word, find the given sound, the place of the sound in the word.

- “Compose a chain of words”; classification of objects on a given topic, find words with a given syllable.

- “What has changed in the word?”; find words in the singular and plural, come up with sentences with these words.

- “Find the picture”; put together a word of two syllables, choose the right picture, come up with a sentence using the resulting verbs.

- “Find the right house”; add up the words, insert into the table, focusing on the color on the cards.

- “Make a word from syllables” Connect the syllables, read the word. (First with support from the picture, then without support).

2. Game “Entertaining cards”

Goal: practicing two-syllable and three-syllable words from open syllables, with a closed syllable, with a combination of consonants, finding a given sound, syllable in a word, composing sentences with a given word.

– Fold the picture (the picture is cut into as many parts as there are syllables in the word), name the stressed syllable, find the given sound, the place of the sound in the word, come up with a sentence with this word.

- Determine which syllable is missing: ko-...-va, sa-...-let.

– Which word is longer or shorter: moon or suitcase, telephone or lemon?

– “Living and nonliving”: choose the right words.

– Put the pictures together and find words for the given sound.

– Explain the complex words “plane”, “ship”.

3. Game “What word did I have in mind”

Goal: practicing words of different syllable structures.

– Children are given object pictures, and as many chips are displayed on the typesetting canvas as there are syllables in the word. Children select words based on the number of chips.

-Find words with a given syllable and the required number of syllables (ka-bi-na, ka-bi-net, ka-re-ta, ka-yu-ta).

4. Game “Spring Drops”

Goal: enrichment, clarification of words about spring, practicing words of complex syllable structure.

3 games to practice the same words: spring, drops, flood, icicles, snowdrops, thawed patches.

- “Colored ice floes.” Complete the puzzles based on the color of the ice floes.

- “Spring train journey.” Compose words from syllables, based on the passengers (there are dogs on one train, ducklings on the other) who are traveling on the train.

– “Spring rain” (The syllables are written on droplets). Make up your own words using syllables.

5. Game “Funny Trains”

Goal: practicing one-syllable and two-syllable words, enriching and clarifying the vocabulary.

– Choose the right letter or syllable to the beginning of the word, whoever finds the most words.

6. Game “In the garden or in the vegetable garden”

Goal: practicing words of different syllable structures, classification, differentiation on the topic “Fruits and Vegetables”, exercise in inflection and word formation.

-Make words from syllables, place vegetables in a basket, fruits in a vase.

-Game “One-Many”.

-Name fruits and vegetables affectionately.

7. Game “Chain of Syllables”

Goal: practicing two-syllable words, enriching and clarifying vocabulary, preventing dysgraphia and dyslexia.

– Lay out a chain of words, the end of one word serving as the beginning of another.

8. Game “Walk through the Zoo”

Goal: practicing syllables of different syllabic structures, developing phonemic hearing and syllabic analysis of words.

-Game “Which word is the odd one out?” name an extra word: lion, fox, wolf, elephant; bear, fox, hedgehog, hare; monkey, hippopotamus, giraffe, crocodile.

-Game “Place the animals in enclosures.” Help animals find their home, focusing on the syllable structure of the word.

9. Game “Who’s on the train?”

Goal: acquaintance with the professions of people working in railway transport, practicing words with a complex syllable structure, preventing dysgraphia and dyslexia.

- Compose words from syllables, explain what this person does, make a sentence with this word.

By playing with words, you can practice the singular and plural of nouns and verbs, prepositional endings of nouns, and learn to determine the gender of nouns. Games: “One-Many”, “No What?”, “Greedy”, etc.

Games help form words using suffixes, prefixes, and introduce the formation of complex words. Games: “Say kindly”, “Who has whom?”, “Cookware store”, etc.

Solving crosswords, chainwords, and puzzles allows us to consider a word not only as a lexical and grammatical unit of speech, but also to develop imaginative thinking, visual and auditory perception, attention and speech.

The use of a correction system, developed according to the characteristics of syllable structure disorders in children, can significantly reduce the severity of this disorder.

Game “Read the word by the syllable number in the name of the picture”

Goal: improving the skills of syllabic analysis and synthesis.

Objectives: develop phonemic hearing; practice the ability to highlight a certain syllable; develop the skill of writing vocabulary words.

Equipment: cards with pictures.

Instructions:

name what is drawn;
determine the number of syllables in each word;
find the indicated syllable in each word, write it down in your notebook;
read the resulting word;
Underline the “dubious place” (spelling) in this word.

Game "Name of a fairy-tale character"

Goal: improving the skills of syllabic analysis and synthesis.

Objectives: develop phonemic hearing; Exercise students in the ability to divide words into syllables.

Equipment: cards with a set of words.

Option 2

Instructions: write out the stressed syllable from each word - and you will find out the name of the fairy-tale character.

Milk, horse, ball. (Kolobok.)
Gold, dumplings, locker. (Cinderella.)
Mask, morning, clay. (Mowgli.)
Boy, TV, wall. (Malvina.)

Games for developing the skills of syllabic analysis and word synthesis in preschool children

Formation of the skill of syllabic analysis and word synthesis in preschool children

One of the main indicators of a child’s readiness for successful schooling is correct, well-developed speech. Good speech is the most important condition for the comprehensive development of children. Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the norm of language.

Violation of the syllabic structure of words is somewhat difficult to correct. An insufficient level of correction of this type of pathology in preschool age leads to the development of dysgraphia in schoolchildren due to impaired language analysis and word synthesis and phonemic dyslexia (impaired writing and reading).

There is a dependence of mastering the syllabic structure of a word on the state of phonemic perception, articulatory capabilities, semantic insufficiency, and the child’s motivational sphere. According to recent studies, violation of syllabic structure also depends on the characteristics of non-speech processes.

Prevention of word syllable structure

is built on both verbal and non-verbal material. The leading at the propaedeutic stage is training:

-perception and reproduction of various non-speech rhythmic contours (slapping, tapping, jumping, etc.) -distinguishing by ear between long and short words; −auditory discrimination of syllable contours by length.

At this stage, the child is offered tasks first on non-verbal material, and then on verbal.

The next stage is to work out the syllabic structure of words using the material of sentences, phrases, texts, and poems.

Games and exercises to develop the skills of syllabic analysis and word synthesis in preschool children

Preparatory stage.

(exercises are carried out first on a non-verbal level, and then on a verbal one)

Exercise “Repeat the same”

Target:

learn to reproduce a given rhythm.
Materials:
ball, drum, tambourine, metallophone, sticks.
Progress of the exercise:
The speech therapist sets the rhythm with one of the objects, the child must repeat the same.

Exercise “Count correctly”

Target:

learn to count sounds.
Materials:
children's musical and noise instruments, cards with numbers, cube with dots.
Progress of the exercise:
Option 1. The child claps his hands (knocks on a tambourine, etc.) as many times as there are dots on the cube. Option 2. The speech therapist plays sounds, the child counts them and picks up a card with the corresponding number.

Exercise “Choose a scheme”

Target:

learn to correlate the rhythmic pattern with its diagram on the card.
Material:
cards with patterns of rhythmic patterns.
Progress of the exercise:
Option 1. The speech therapist sets a rhythmic pattern, the child selects the appropriate pattern on the card. Option 2. The child reproduces a rhythmic pattern according to a given pattern.

Exercise “Long - short”

Target:

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

Corrective stage.

(the work is carried out at the verbal level with the obligatory “switching on” of the auditory, visual and tactile analyzers)

Exercises at the sound level:

- “Say the sound A as many times as there are dots on the cube. Make the sound O as many times as I clap my hands.”

- “Find out what sound (series of sounds) I made.” ( Recognition by silent articulation, pronunciation with voice)

— Determination of a stressed vowel in a stressed position (in a series of sounds).

Exercises at the syllable level:

– Pronounce a chain of syllables while simultaneously stringing rings onto a pyramid (building a tower from cubes, rearranging pebbles or beads). – “Fingers say hello” - pronouncing a chain of syllables by touching the fingers of the hand with the thumb on each syllable. – Count the number of syllables pronounced by the speech therapist. – Name the stressed syllable in the chain of heard syllables. – Memorizing and repeating chains of different types of syllables.

Word level exercises:

Ball game

Target:

learn to clap the syllabic rhythm of a word.
Material:
ball.
Progress of the game
: the child beats the rhythm of the word given by the speech therapist with a ball.

Ball game “Toss and catch”

Target:

learn to divide words into syllables while simultaneously performing a mechanical action.
Material:
ball.
Progress of the game
: the child throws the ball up, while naming the syllable of the given word.

Game "Bumps"

Target:

learn to divide words into syllables while simultaneously performing a mechanical action.

Material:

rubber mats or bumps on the massage path.

Progress of the game

: the child jumps (steps over) from hummock to hummock and at the same time names the syllable of the given word.

Game "Telegraph"

Target

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

Game "Count, don't make a mistake"

Target:

learn to divide words into syllables while simultaneously performing a mechanical action.
Material
: pyramid, cubes, pebbles.
Progress of the game
: the child pronounces the words given by the speech therapist and lays out pebbles (pyramid rings, cubes). Compare words: where there are more pebbles, the word is longer.

Ball game "Pass it on"

Target:

learn to divide words into syllables while simultaneously performing a mechanical action.
Material
: ball.
Progress of the game
: children pass the ball to each other and at the same time name the syllable of the given word.

Game "Say the correct word"

Target

: learn to distinguish correctly sounding words.
Material:
pictures.
Progress of the game
: the speech therapist pronounces the words incorrectly, the child names the words correctly (
if it is difficult for the child to complete the task, then pictures are given to help
).

Exercise “What has changed?”

Target

: learn to distinguish between different syllable structures of a word.
Material:
pictures.
Progress of the exercise
: the child explains the difference between words.
Words:
cat, cat, kitten. House, house, house.

Exercise “Find the longest word”

Target:

strengthen the ability to divide words into syllables.
Material:
pictures.
Progress of the exercise:
the child chooses from the proposed pictures the one that shows the longest word.

Exercise “Count, don’t make a mistake”

Target

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

Exercise “Which word is different?”

Target:

learn to distinguish words with different rhythmic structures.
Material
: pictures.
Progress of the exercise
: the speech therapist names a series of words, the children identify the extra word (use pictures if the children find it difficult).
Words
: tank, crayfish, poppy, branch. Carriage, bud, loaf, plane.

Exercise “Name the same syllable”

Target

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

Game “The end of the word is yours”

Target

: learn to synthesize words from syllables.
Material
: ball.
Progress of the game
: the speech therapist begins the word and throws the ball to the child, he adds the same syllable SHA: ka..., va..., Yes..., Ma..., Mi...

Game “What word did you get?”

Target:

practice simple syllabic analysis.
Material
: ball.
Progress of the game
: the child, throwing the ball to the speech therapist, pronounces the first syllable. The speech therapist, returning the ball, says the second syllable and asks the child to name the word in full.

Child: Speech therapist: Child: Boo ket bouquet Boo fet buffet Boo tone bud Boo ben tambourine

Exercise “Call me kindly”

Target

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

Exercise “Say the word correctly”

Target

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

Speech therapist: Child: Scrapper Scrapper Plane Plane

Game "Syllable cubes"

Target

: practice synthesizing two-syllable words.
Material:
cubes with pictures and letters.
Progress of the game
: children must collect words from two parts.

Game "Chain of words"

Target

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

Game "Logocube"

Target

: practice syllabic analysis of one-, two- and three-syllable words.
Material
: cube, set of subject pictures, cards with numbers.
Progress of the game
: children choose from a general set of pictures those that correspond to a given number of syllables and fix them on a certain side of the cube.

Train game

Target

: learn to select words with a given syllable pattern.
Material
: train with carriages, a set of subject pictures, diagrams of the syllabic structure of words.
Progress of the game
: children are invited to help “seat passengers” in the carriages in accordance with the number of syllables.

Game "Pyramid"

Target

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

Game "Let's put things in order"

Target

: improve syllabic analysis and synthesis.
Material
: a set of cards with syllables on tinted paper.
Progress of the game
: children select syllables from the total number and arrange them in the right order.

Game "Who is more"

Target:

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

Literature:

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