Methods of speech therapy examination of children according to Akimenko V.M.

A speech therapy examination of children 4-5 years old is necessary to determine the level of their speech, communicative and emotional-volitional development. The study is carried out comprehensively and consists of an examination of the child’s speech and non-speech capabilities, analysis of anamnestic data and conversations with parents and teachers (if it takes place in kindergarten).

The topic will be complemented by our previous material on speech therapy massage for children.

We check compliance with the word pattern.

Ask your child to repeat after you words of 1-3 syllables.

Example words : chair, table, scarf, thunder, elephant, eyebrow, leaf, hail, snow, plaid, maple, food, cake, wolf, elevator, bread, hand, face, rose, fox, sea, grove, saw, sky , dew, goat, forest, axe, lawn, fence, spout, sand, skein, plant, scoop, sandpiper, bag, chest of drawers, bag, pattern, car, milk, knee, cabin, wheel, crown, feather bed, magpie, head , gate, town, bun, hammer, nightingale, fly agaric, pedestrian, samovar, leash, kitten, headband, scooter.

Assess whether the child follows the sequence of sounds and syllables. Use words that the child pronounces inaccurately or not always accurately. Avoid words that are overloaded with consonant clusters, when 2-3 consonant sounds come in a row (for example, pillar, potato). Let the child repeat several unfamiliar words of 2-3 open syllables: mine, viburnum.

If you had to teach your child the pronunciation of such words, check if he can repeat them after some time. Do not offer words with sounds that the child cannot pronounce or misses. All sounds must be pronounced somehow, albeit distorted.

Result:

a) The child confuses the order of syllables in familiar words; the same word can be pronounced differently. Sometimes the word is distorted beyond recognition. New words are remembered with great difficulty, learned words are quickly forgotten - there is ONR

b) The picture of the words is not damaged or is slightly damaged. A child sometimes swallows one of the sounds in familiar words: table - “tol”, scarf - “shaf”. This is not a system, but concerns some words. The child may confuse the order of syllables in unfamiliar words. If you learn a word with him, he is able to repeat it correctly after some time - the norm.

Speech therapy tests (5-6 years)

Purchase history

• Frequency of purchases: ~ every 1.5 months
• Collection duration: ~ 21-32 days

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We check vocabulary.

Verbs. Perform clear actions and ask your child to name them. For example, you jump and ask, “What am I doing?”

Ask what certain objects do. For example, “What does the machine do?” - “He’s going.” - “What is the bird doing?” - “Flying.”

Nouns. Show your child an object or a picture with its image and ask “what is this?”

Sample words.

Body parts : eyebrows, cheeks, neck, head, stomach.

Clothes : underpants, socks, jacket, shirt, T-shirt, fur coat, hat, scarf, pants, trousers.

Plants : tree, flower, bush, rose, chamomile, dandelion, burdock, nettle.

Animals : dog, cat, hare, bear.

Baby animals : kitten, puppy, fox cub, wolf cub, tiger cub, elephant calf, frog.

Adjectives . Show your child an object and ask him to name its color. He must know the primary colors: black, white, red, green, blue, yellow, brown.

Ask to name the sizes of objects: large - small, long - short, narrow - wide, high - low.

Prepositions. Check the use of prepositions: in, on, above, under, behind, near. Place an object under the table and ask where the object is. For example, “Where is the pen?” - "Under the table". - "At the table". - "On the table".

Result:

a) The child does not know most words, does not speak adjectives and prepositions, uses the simplest nouns and several verbs in speech, including incorrectly. The child mixes words that are close in meaning: go - run, sofa - chair - severe form of OHP

The child has a poor vocabulary. He confuses the meanings of adjectives and prepositions - a milder form of OHP.

b) The child generally copes with the tasks and uses all the tested parts of speech. Ignorance of certain words is acceptable - the norm.

Calculation of the result

The formula for calculating the level of speech development: BRR = KVR x 100 / KV, in which:

• BRR—speech development score;
• KVR—developmental age coefficient;
• KA - calendar age of the child.

We multiply the number of correctly completed tasks by 6 (the number of months to complete each of the 12 tasks) and get the CVR.

The EF is equal to the number of full months of the child’s age from birth to the date of the test (if the remainder is more than 15 days, it is counted as a full month).

For example, if the child’s age at the time of testing is 6 years 4 months 20 days, then his EF is 77.

The BRR number indicates the degree of general speech development in a child.

For example:

The kid completed 9 tasks, his calendar age is 77. As a result, we get: BRR = 9x6x100/77 = 70,123 = 70 We compare the obtained result with the BRR matrix.

We check speech literacy.

Plural endings for nouns . Show your child one and two identical objects. Show one hand: “This is a hand,” show two hands: “And this is ... (hands).” A child is allowed to sometimes use incorrect endings: house - “houses”, tree - “trees”, but this should not be a system.

The feminine ending of the past tense verb . Tell your child: “The boy has come home. How can you say this about a girl? He’s home... (came).” - “The dog ran away from home. The dog... (ran away).”

Plural endings for adjectives. Show your child the picture and ask: “The flower is red. And the flowers? ... (Red.)".

Suffix for the diminutive form of nouns . Show your child a pair of identical objects or their images that differ in size (for example, two houses). Say: “This is a big house. And this is a small house." Show the following pair of objects: “This is a big sheet. And this is a small... (leaf).” It would not be a mistake if the child uses another diminutive suffix: leaf, leaflet.

Verb prefixes with the opposite meaning. Prefixes pri-, y-. Say two sentences with opposite meanings. The child needs to complete the second statement by correctly using the prefix: “The boy came home. The boy from home... (left).” Prefixes v-(vo-) and you-. The task is similar to the previous one: “A boy came through the door. The boy from the door... (came out).”

Result:

a) The child speaks extremely illiterately. He does not use endings, prefixes, or suffixes at all, and if he does use them, it is most often incorrectly, without taking into account their inherent meaning - a severe form of OHP.

The child incorrectly pronounces certain grammatical forms, for example, plural adjectives or prefixed verbs - a mild form of OHP.

b) The child speaks competently. Occasionally he uses incorrect endings, prefixes and suffixes, which, nevertheless, express the required meaning: “houses” instead of house, “leaf” instead of leaf – the norm.

Didactic material for express examination of sound pronunciation

DIDACTIC MATERIAL EXPRESS SURVEY OF SOUND PRONUNCIATION IN SENIOR PRESCHOOL CHILDREN

To enroll in a speech therapy center, the speech therapist teacher must conduct a rapid examination of the entire group. Children with FFDD are enrolled in the speech therapy center. FFNR is caused primarily by a violation of sound pronunciation. Therefore, the speech therapist must have material for prompt mass examination of children in order to identify those in need of speech therapy help.

There is a manual by the country's leading speech therapists. Konovalenko V.V. and Konovalenko S.V. "Rapid examination of sound pronunciation in children of preschool and primary school age." In my opinion, it is no different in scope from the manuals recommended for in-depth examination of children.

That's why. I developed and developed speech material for an express examination of the pronunciation of sounds for preschool children.

The structure of the express examination for each sound is as follows:

First, we check the sound pronunciation in sentences rich in a given sound. Tongue twisters and sentences of complex and simple structure are used here.

If the child pronounces correctly, you can additionally check in his own speech. To do this, ask them to come up with suggestions based on the pictures. Based on the sentences compiled, it will be possible to judge how well the grammatical categories are formed. If it turns out that there is no understanding of grammatical forms (singular and plural nouns, feminine and masculine forms, incorrect use of cases), then you can continue working on the pictures: offer to name objects in singular. and in plural including, first name feminine objects, then masculine ones, etc.

Then move on to checking another sound.

If a defect is detected, continue the examination in the pronunciation of words of different syllable structures. It is advisable for the child to name the objects (objects) in the pictures. The words are selected taking into account the sequence in accordance with the main groups/classes of the syllabic structure of words.

And as a result, the isolated pronunciation of the sound is checked, as well as in forward and backward syllables, in syllables with a confluence.

This teaching material is printed on photographic paper, placed in a folder with files for 20 pieces. I always carry it with me. Very comfortably. When examining, I simply turn the pages.

I would appreciate your feedback.

EXPRESS EXAMINATION OF THE STATE OF SOUND PRONUNCIATION IN CHILDREN 5 -7 years old

(Whistling sounds. Sounds S - S)

1.Repeat:

Little Sanya's sleigh moves on its own. There is a tall pine tree in the forest.

Little Sanya drives the sleigh on its own. Sonya bought juice.

2. Name and repeat: Beads - dog - soup - forest - sock - scooter - table - masks - shepherd - bench

3. Repeat: S-S-S-S-S sa – so – su – sy; as – os – us – ys;

ska - sko - hundred - stu - sleep - dreams - spa - sleep;

4. Repeat:

Senya is carrying hay in the canopy
,
Don't be afraid - it's a goose, Plums are hanging on a branch.

Senya will sleep on the hay. I'm afraid of him myself. Vasya is herding geese.

5. Name - repeat: Sieve - fox cubs - seven - goose - autumn - cornflower - snow - plums - traffic light

6. Repeat:

sya – syo – syu – si; as - axis - us;

slya - sli - laugh - stya - shame - sti - sleeping - sleep - sleep - all - all - all;

EXPRESS EXAMINATION OF THE STATE OF SOUND PRONUNCIATION IN CHILDREN 5 -7 years old

(Whistling sounds. Sounds З - Зь)

1. Repeat:

Zoya is the bunny's mistress, Zoya has a mimosa. Zoya puts a mimosa in a vase.

The bunny is sleeping in Zoya's basin.

2. Name - repeat: Goat - alphabet - tooth - cart - fence - name - umbrella - nest - Dunno

3. Repeat: Z-Z-Z-Z for - zo - zu - zy; az – oz – uz – yz; zva – zvo – zda ​​– zdo – zna – zna;

4. Name it - repeat: My little goat has green eyes. A goat gnaws on green cabbage.

In winter, Zina's nose gets cold. Kuzya goes to the museum.

5. Name - repeat: Winter - newspaper - goat - shop - snake - grain - monkey - strawberry

3. Repeat: zy - ze - zy - zi; azi – oz – uz – iz;

zve – zvi – zve; I know - I know - I know - I know; serpent - serpent;

EXPRESS EXAMINATION OF THE STATE OF SOUND PRONUNCIATION IN CHILDREN 5 -7 years old

(Whistling sounds. Sound Ts)

1.Repeat: From the neighboring well Chicken and hen The hare sits under an acacia bush.

Water flows all day long. They drink water on the street. There is water in the well.

2. Name - repeat: Face - chicken - chain - hare - well - saucer - flower - towel

3. Repeat: Ts-Ts-Ts-Ts-Ts ats - ots - uts - ets - its; tsa - tso - tsy - tse; tsva - tsve - tsvi;

EXPRESS EXAMINATION OF THE STATE OF SOUND PRONUNCIATION IN CHILDREN 5 -7 years old

(Hissing sounds. Sh sound)

1.Repeat: Hush, mice, don’t make noise, Masha sewed for the monkey, Dasha washes her neck and ears in the shower.

Don't wake our cat. A fur coat, a hat and pants. The mouse has a hat.

2. Name - repeat: Porridge - reeds - jester - shower - bag - cockerel - closet - cherry - grandmother - sunshine

3. Repeat: Sh-Sh-Sh-Sh-Sh sha - sho - shu - shi - she; ash - osh - ush - ish - ysh; shka - shko - shku

(Hissing sounds. Sound F)

4. Repeat: The beetle has fallen and cannot fly. Without sparing its legs, the hedgehog runs.

He is waiting for someone to help him. The hedgehog has a hedgehog.

5. Name - repeat: Skis - greedy - beetle - hedgehog - pie - spoon - scissors - skier - snowdrop

6. repeat: Zh-Zh-Zh-Zzha - zho - zhu - zhi - zhe; waiting - waiting - waiting; zhna - zhno - zhnu - zhzhny;

(Hissing sounds. Sound Ch)

7. Repeat: Water, water, wash my face. Tanya is swinging on a swing. The girl bakes cookies.

8. Name - repeat: Clock - swing - tea - ball - rich man - candle - barrel - cookies - Snow Maiden

9. Repeat: Ch-Ch-Ch-Ch-Ch ach - och - uch - ich; cha - che - chu - chi;

chnya - chne - chnyu - chni; honor - honor - honor;

(Hissing sounds. Shch sound)

10. Repeat: I drag the pike, I drag it, The puppy squeaks in the gorge. Children are looking for a puppy.

I won't miss the pike.

11. Name - repeat: Pike - shield - cape - puppy - pliers - brush - click - glazier - traffic controller

12. Repeat: sch-sch-sch-sch - sch sch - sch - sch - sch; sha - schu - schu - cabbage soup;

schnya - schnyu - schni; vscha – vschu – vschi;

EXPRESS EXAMINATION OF THE STATE OF SOUND PRONUNCIATION IN CHILDREN 5 -7 years old

(Sonoras: Р – Рь)

1.Repeat: A mole climbed into our yard, Vera and Roma are drumming on a drum.

Digging the ground at the gate. There are carps in the pond.

2. Name - repeat: Feather - cow - cancer - ball - ram - tomato - pipe - watermelon - tram - grapes

3. Repeat: R-R-R-R-R ra - ro - ru - ry; ar - or - ur - yr; tra - tro - tru - tra; sconce - bro - bru;

4. Repeat: At my sister Marina’s, Rita and Varya are making jam.

Cheeks like tangerines. Marina is cooking rice.

5. Name - repeat: Turnip - rowan - lantern - cucumber - mushrooms - tourist - backpack - mittens - apricots

6. Repeat: rya - re - ryu - ri; ar - or - ur - yr; quack - cre - cru - cree; three - three - three;

(Sonoras: L - L)

7. Repeat: A young elk ran through golden straw. Mila was washing the floor in the classroom. Alla was eating an apple.

8. Name - repeat: Soap - milk - onion - pencil case - table - wolf - squirrel - lightning - flower bed - needle

9. Repeat: L-L-L-L-L al - ol - ul - yl; la - lo - lu - ly;

kla - klo - klu - slu - slo - sly - plo - ply - gla - glo - glu;

10. Repeat: They stomped and stomped, they stomped until they reached the poplar, Luda watered the tulips from a watering can.

They stomped all the way to the poplar, but their feet stomped. Lena has a green ribbon.

11. Name - repeat: Log - lion - lemon - vacuum cleaner - watering can - frog - snail - refrigerator

12. Repeat: la - le - lyu - li; al - ol - ul - il; for - for - for - for; vlya - slyo - angry - pli;

Checking phrasal speech

Two-word sentences (subject + predicate). Show your child how a toy dog ​​runs. If the child himself does not comment on the actions, ask: “What is the dog doing?” The child can answer in monosyllables: “Running.” Then ask: “Who is running?” The child will say: “Dog.” Although he has not constructed a detailed phrase, he has this phrase in his head. Do the same action with other toys. If the child is silent, encourage him to say: “Here is a dog running. And now? (A cat, a bunny is running.)" Using the same toys, depict other actions: "Here is a dog running. And now... (the dog jumps, bites, barks).” Use gestures and onomatopoeia to explain actions. Combine the last two tasks, pushing the child to utter complete phrases: “The dog is barking. The cat meows. The cat is running. The dog is running. The dog is jumping."

Three word sentences (subject + predicate + object). Perform actions whose meaning can only be conveyed by a verb with an object: waving my hand, bathing a doll. Ask: “What am I doing?” If a child uses a verb without an object: “You’re waving,” clarify: “With what?” - “Waving your hand.” Sample sentences . You kiss mom. You wash your hands. You are brushing your teeth. You are petting the cat. You throw the ball. You comb your hair. You are looking for a pen.

Sentences with two subjects or predicates with the conjunction “and” or “a”. Use two toys to perform the same action: “The dog and the cat are running. The dog and cat are eating." The child comments on the actions. A similar task for sentences with listed predicates: “The dog runs and barks. The dog barks and bites." Perform various actions with toys: “The cat runs and the dog sits. The dog barks and the cat meows.”

Sentences with prepositions . Perform actions that can be commented on using prepositions: in, to, by, on, above, under, for, near. Sample sentences . You look out the window. The ball rolls on the floor. You go to the window. You put your pen on the table. The ball rolled under the sofa. You are standing near the table.

Ask leading questions.

Result:

A) The child does not form phrases, uses individual words, and fills in gaps in speech with gestures. Sentences are constructed grammatically incorrectly, prepositions and conjunctions are not used in speech - a severe form of OHP.

It is difficult to construct independent sentences; basically, the child tries to repeat after you. Sentences based on opposition are difficult to come by - an easier form of OHP.

B) The child copes with tasks; sometimes he may confuse prepositions - this is normal.