Anastasia Kudlaeva
A set of frontal speech therapy classes “Vowels and letters” in the senior group
Theme " Sound A "
Correctional and educational goals. Introduce children to the sound [A] , teach them to clearly pronounce the sound [A] , remember its articulation, teach them to hear it and distinguish it from a number of other sounds , teach them to determine the direction of the sound in space , teach them to isolate the sound [A] in the stressed position at the beginning of a word.
Corrective and developmental goals. Development of verbal communication skills, coherent speech, auditory perception and attention, phonemic hearing, thinking, coordination of speech with movement.
Correctional and educational goals. Formation of skills of cooperation, interaction, independence, initiative.
Equipment. Subject pictures, the name of which contains the sound , workbooks, a container with pencils, a mirror for each child, symbols of sounds (squares, rattle.
Features of the book by Fomicheva M.F.
In speech therapy, various speech defects are distinguished. Dyslalia is diagnosed for those children who cannot pronounce one or more sounds. To correct such a violation, step-by-step work is required.
Only consistent and methodical work will help the child cope with the disorder.
In the book by Fomicheva M.F. “Education of Correct Sound Pronunciation in Children” all components of the correction process are considered. The first part provides brief information about how children’s speech develops normally and what exercises can be used to identify deviations.
The next part provides a brief description of speech defects - sigmatisms, rhotacisms, cappacisms, lambacisms. There is information about other childhood disorders - alalia, stuttering, dysarthria, delayed speech development.
Important! Correct diagnosis allows you to effectively organize work with the child.
In order for children to be able to pronounce a certain sound, they must undergo appropriate training. Fomicheva in her book indicated sets of exercises that will help prepare their articulatory apparatus.
This stage is available to both educators and parents. The speech therapist conducts a preliminary examination, which will provide a complete description of the disorder.
The next stage is sound production. They switch to it only after good performance of articulatory gymnastics. The specialist uses special techniques that allow you to create an isolated sound. The third stage is the automation of sound in syllables, words and sentences.
The fourth stage is an introduction to independent speech.
It is necessary to follow the sequence of stages, otherwise it will not be possible to achieve results
The book contains activities for each age group - first and second junior, middle, senior and preparatory. The work of educators, speech therapists and parents will help educate children in correct sound pronunciation.
How to teach a child to speak the sound [F]
In the case of dyslalia, parents can try to correct the child’s disorder on their own. To do this, they just need to follow the recommendations of the speech therapist.
Decorating a speech corner in a kindergarten with your own hands
Classes are held every day for 10–15 minutes. The absence of hissing sounds [Ш], [Ж], [Ш], [Ч] before the age of four is considered the norm, since the muscles of the articulatory apparatus are not fully developed in a preschooler.
Note! In order to understand how to teach a child to say the letter Z, you need to understand the features of pronunciation.
To make this sound, the lips are slightly rounded, moved forward, the tongue takes the shape of a “cup” and is located behind the teeth. The vocal cords are actively working and the sound [Zh] is produced.
It is better to place the sound [Zh] from the correct [Sh], since the whole difference between these two sounds is in the work of the voice.
Approximate articulation gymnastics for children for the sound [Ш]:
- The tongue is placed on the lower lip and lightly bitten with the lips.
- Opening your mouth wide, lift the tip of your tongue onto the alveoli of your upper teeth. To make it easier, you can use a small piece of candy.
- Press the wide part of your tongue against the roof of your mouth and hold for 5 seconds.
- Use the tip of your tongue to lick your upper lip.
The baby must perform each exercise in front of the mirror to control himself. The parent controls the immobility of the jaw. It can take a year to develop the correct movements, so an adult is interested in frequent training - this will reduce the preparation time.
Sound production techniques [Ш]
A simple way to produce isolated sound is mechanical. Using a spatula, lift the tongue to the alveoli of the upper teeth. At this time, the child says “SA-SA-SA.” After the tongue has been raised, “SHA-SHA-SHA” will be heard.
Important! Manipulations should not cause discomfort.
Gradually, the mechanical assistance is removed and the correct sound is practiced.
The learning process can be combined with games
It will take a long time to teach a child to pronounce a sound correctly. Only straight syllables are used as material: SHA, SHO, SHI, SHE, SHU. As soon as he learns to pronounce them correctly, they move on to reverse syllables, then to words.
Speech therapy manual for children
Developing a sound culture is a complex matter. Children quickly get used to speaking incorrectly and are difficult to retrain. Many books are published for the educational process.
The speech therapy manual for children, edited by Bogomolova, contains all the necessary material for automating all speech sounds. Methods of production and important aspects of the work are briefly described. Such information will be useful not only to speech therapists, but also to parents.
A child needs to be taught to speak correctly from childhood. Otherwise, he will have difficulties with writing, reading and counting. Improper pronunciation can cause complexes.
Sound culture is the key to confidence in adulthood. Therefore, she needs to pay a lot of attention.
Sound setting [H]
It is important for parents to know not only how to teach their child to pronounce the letter Z correctly at home, but also how to cope with other hissing sounds.
Developing correct pronunciation will take time. In order for a child to be able to say [H], a simple exercise is enough: the child says “t-t-t”, gradually moving the tip of the tongue higher towards the alveoli. It will turn out “Ch-Ch-Ch-Ch.”
Important! In case of difficulties, the adult gathers the child’s lips and rounds them.
After the baby has been able to pronounce the sound correctly, they move on to automating it in forward and backward syllables.
Pure phrases are more easily perceived by the child, and he pronounces the syllables, and the adult completes the phrase
Another component of the work is the differentiation of sounds [Ч], [Ш] - the senior group of kindergarten is well suited for this stage. Teachers play different games. Each sound is assigned a symbol, and children must determine by ear which sound the adult named, and then pick up the picture with the desired symbol.
Syllable tracks with the sounds [CH] and [SH] help develop attention: CHA-CHA-CHA, SHA-SHA-CHA, CHA-SHA-CHA.
Article:
The number of children with speech pathology is growing every year, as evidenced by the results of examinations of children entering first grade.
Of particular concern is the fact that among children with speech pathology, the number of children with general speech underdevelopment is steadily increasing. If systemic underdevelopment of speech is not eliminated in time, as a rule, it leads to difficulties in mastering the skills of writing and reading, and their further development into dysgraphia and dyslexia. This can lead to persistent failure in the Russian language, literary reading and other subjects of the school curriculum, a gradual decline in motivation to learn, and, as a consequence, to school maladjustment. Based on this, the main goal of speech therapy classes with primary schoolchildren is to prevent and overcome speech disorders that impede the successful learning of children. The school speech therapist is faced with the task of eliminating gaps in the child’s speech development as efficiently as possible and in the shortest possible time.
A.V. Yastrebova noted that it is necessary to find “an approach to planning and conducting correctional education that would contribute to the maximum extent to the elimination of speech defects and the overall development of children with minimal time investment. This is necessary in order to both prevent possible secondary consequences of the defect and the increase in pedagogical neglect.”
In correctional and speech therapy work with first-graders, the main emphasis is on timely and targeted preparation of them for learning to read and write. However, the immaturity of cognitive, regulatory and communication skills characteristic of many primary schoolchildren with special needs development significantly complicates the achievement of this goal. This necessitates the construction of correctional and developmental education based on the formation and development in children of full-fledged universal educational actions that allow teaching a child to learn.
A special group among general educational universal actions consists of sign-symbolic actions . The use of sign-symbolic means increases the effectiveness of speech therapy classes and allows you to present information taking into account all forms of perception. “The more sense organs take part in the perception of objects, the more impressions the child receives, the more firmly they are stored in his consciousness and then easier to remember” (K.D. Ushinsky). Involving visual support in the form of a system of signs and symbols helps to use all channels of perception, activate speech-mental activity towards linguistic phenomena, activate vocabulary and develop children, develop operations of analysis, synthesis, comparison, generalization, self-control, and increase children’s motivation for speech therapy classes. The use of sign-symbolic means not only helps to overcome speech disorders, but also helps to attract children's attention, memory and ability to switch (A.V. Yastrebova).
The introduction of visual models is possible at all stages of speech therapy work and is effective both in the process of preventing written speech disorders (dysgraphia, dyslexia, dysorthography) and their correction.
When introducing sign-symbolic means, it is necessary to take into account that according to the theory of the formation of mental actions developed by P. Ya. Galperin, every mental action goes through certain stages of formation:
a) relying on auxiliary means;
b) in terms of speech, excluding visual supports, only pronunciation;
c) internally.
Types of sign-symbolic activities:
- Substitution.
- Coding.
- Schematization.
- Modeling.
- Substitution is the reproduction of reality by replacing real objects or subjects with objects of different meanings.
- Coding (decoding) is the translation of reality into a sign-symbolic language and the subsequent decoding of information. Any substituents can be used in coding.
3. Schematization - orientation in reality (structuring, identifying connections), carried out simultaneously in two plans with a constant element-by-element correlation of the symbolic and real plane. In schematization, diagrams act as substitutes. 4. Modeling - transformation of an object from a sensory form into a model, where the essential characteristics of the object are highlighted (spatial-graphic or iconic-symbolic).
Let us consider the features of the use of sign-symbolic means at the first stage of correctional activity, which consists of filling gaps in the development of the sound side of speech (sound pronunciation and the formation of full-fledged ideas about the sound composition of a word).
Sign-symbolic means are used in all directions of correction of the sound aspect of speech
- when staging, automating, differentiating sounds;
- during the formation of phonemic processes;
- when clarifying initial ideas about the sound-letter, syllabic composition of a word;
- when introducing words-terms: sound, syllable, merger, word, vowels, consonants, hard-soft consonants, voiced-voiceless consonants, sentence, etc.
The use of sign-symbolic means in the process of staging, automation, and differentiation of sounds.
Teachers and speech therapists use various types of sound models, which, through certain symbolism, make it possible to highlight and consolidate the idea of the essential characteristics of sounds.
At the initial stage sound production , the verbal description of articulation is based on a graphic diagram using signs - symbols that characterize the main points of articulation (position of the tongue, lips, teeth, the work of the vocal cords, the strength and nature of the exhaled air stream).
For example:
In the process of producing and automating sounds, relying on a graphical diagram allows you to effectively help your child:
- articulate sounds correctly;
- teach techniques for verbalizing your actions when mastering articulatory patterns;
— promotes the development of self-control skills in the process of sound production and automation;
The process of differentiating mixed phonemes is greatly facilitated with the use of sign-symbolic means. Based on the patterns of sound articulation compiled with the active participation of children and the sound articulation models they have mastered, general and differential features of phonemes (articulatory and acoustic) are identified.
For example:
Gradually, images become less and less similar to real objects, more schematic and abstract, and are replaced by icons - symbols. The image of the lips in a smiling position is replaced by an arc, the position of the lips in the form of a tube is replaced by a circle. Children learn to operate with these symbols by performing various types of tasks based on them, for example:
1).Listen to the sounds that I will pronounce and encrypt them in your notebook using icons;
2). Listen to the sounds I will make and show the symbol card;
3). “Decipher” the sounds “encrypted” by the icons.
4). Place the picture in the mailbox (distribute the pictures according to the presence of sounds [c] or [w] based on the drawn sound symbols).
After the differentiation of oppositional sounds based on symbols - substitutes and in the speech plane, work is carried out only in the internal plane. The work on differentiation of other mixed phonemes is constructed in a similar way. Systematic application of these working techniques will help prevent writing errors caused by acoustic-articulatory dysgraphia.
The use of sign-symbolic means in the formation of phonemic processes and in clarifying initial ideas about the sound-letter, syllabic composition of a word.
“sound”, “syllable”, “word”, which are difficult for children with speech pathology to understand (L.A. Venger, O.M. Dyachenko and etc.) , since, as is known, they assimilate visual material better than verbal material.
Visual symbols of sounds (signs)
Many first-graders with OHP do not pronounce even vowel sounds clearly enough and have little sense of articulatory movements. This makes it difficult to develop phonemic processes and language synthesis analysis skills. In this case, it is advisable to use visual symbols of sounds (signs) developed by T.A. Tkachenko. These symbols are useful in identifying characteristic features of the pronunciation of vowels and help prevent the frequent substitution of vowels in children with dysgraphics.
Initially, it is advisable to use vowels with contrasting changes in articulatory patterns. Regular use of these exercises will help consolidate the sensory and kinesthetic image of sounds (not only vowels, but also consonants), and will draw children’s attention to changes in their articulatory patterns.
Planar and volumetric models of sounds.
The use of visual supports-symbols makes it possible to prepare children for mastering sound analysis: it consolidates the idea of speech sounds and the ability to carry out sequential (successive) analysis of the sound composition of a word, differentiate vowels/consonants: hard/soft, voiceless/voiced consonants, stressed and unstressed vowels . Planar and volumetric sound models are used as sound substitutes auxiliary means: red squares or circles; to indicate consonant sounds - blue and green squares (hard/soft) with or without bells (voiced/voiceless).
However, it should be noted that at the beginning of training it is more convenient to use a three-dimensional model than a planar one. As a three-dimensional sound model, you can use plastic caps or wooden (plastic) cubes of the appropriate color. It is convenient to manipulate, move, and rearrange three-dimensional sound models, achieving the correctness of the laid out word pattern, completing the tasks of the speech therapist teacher:
- name each sound, touching each cap in turn;
- name and show the caps that indicate vowel (consonant) sounds;
- how many sounds are there in a word?; how many vowels?; how many consonants?
- name the hard (soft) consonant sounds in the word;
- divide the word into syllables; how many syllables are there in a word? Why? remember the rule;
- highlight fusion syllables;
- transform the word by adding (subtracting) only one sound so that you get a new word (ball - balls, ball - balls, mole - mouth; wolf-ox, etc.).
Working with planar and three-dimensional sound models helps students more easily recreate linear sequences of sounds and syllable structures. Models - sound substitutes serve as visual and tactile support for the sound analysis of a word. Having started with the analysis of syllables, the child gradually begins to cope with the analysis of words that are quite complex in sound and syllabic composition. Regular and repeated use of the technique will allow you to transfer the operation of sound analysis and synthesis from the external to the internal plane and thereby prevent omissions and rearrangements of letters in writing. This type of work is especially effective in preventing and correcting dysgraphia caused by impaired language analysis and synthesis.
The use of sign-symbolic means “sound”, “vowels and consonants”.
Many children with OHP have difficulty mastering such abstract concepts as “sound”, “vowels and consonants”. Difficulties begin with mastering the very concept of “sound”. Often the rather abstract concept of “sound” is replaced by the more concrete, understandable and visible “letter”. Using the technique of schematization makes it possible to facilitate this task, making the assimilation of these concepts more accessible and durable.
Thus, the distinctive features of these sounds (the presence or absence of an obstruction in the exhaled air) are more visual, tangible and less abstract. Based on observations of the work of the organs of articulation and with a constant element-by-element correlation of the symbolic and real plane, children draw up the following diagrams under the guidance of a speech therapist teacher:
1. 2.
The use of schemes, thanks to the reliance on the visual channel of perception, makes the process of mastering such concepts as “vowels” and “consonants”, which are difficult for children with special needs, faster and more durable.
Manual and graphical sound models
The assimilation of the concepts of “vowels and consonants” becomes even stronger with the involvement of kinesthetic sensations and the use of manual and graphic models of sounds . Both types of models are based on such a feature of vowels and consonants as the degree of opening of the mouth at the moment of passage of the air stream during sound articulation. Signs and symbols used: vowel sounds are designated as a circle (which correlates with the feature of vowels as “mouth openers”); consonant sounds are a feature (participation of the speech organs as “mouth openers”). The active participation of children in the “creation” of models will enhance the effect of using the technique.
1.Manual models of vowels and consonants
Manual vowel model Manual consonant model
2. Graphic models of vowels and consonants
— Graphic model of the vowel sound O
— Graphic model of consonant _ sound
The procedure for working with manual and graphical models can be as follows:
- Identification by children, under the guidance of a speech therapist, of the articulation features of vowels and consonants, based on visual and tactile control and correlation with a suitable symbol model.
- "Dictation" of sounds. Students "scramble" perceived vowel or consonant sounds using a manual (graphic) model.
- Coding a word in the process of sequential sound analysis of a word based on a manual (graphic) model; For example, the words “juice” and “cabbage” are encrypted as follows:
− ⃝ −, “cabbage” − ⃝ − ⃝ − − ..⃝.
4. Recording a word without relying on a manual model (coding occurs internally).
5. Deciphering (voicing) the word model.
The use of exercises in which various types of symbolism, encryption, modeling of words using a manual model and signs-symbols are used will contribute to the development of successive functions and sound analysis skills.
Based on the signs-symbols of sounds, sound analysis schemes .
With the introduction of sign-symbolic modeling of the sound composition of a word, an algorithm for sound-letter analysis of the word is developed.
Acting initially according to an algorithm and relying on auxiliary means, children subsequently independently perform sound-letter analysis of words, planning actions and performing them in terms of internal speech.
Gradually, the use of verbal instructions, kinesthetic and auditory control becomes leading and is carried out without material support.
Thus, the use of signs-symbols allows children with speech pathology to effectively and with minimal time and effort not only streamline their ideas about the sound side of speech, master the skills of analysis and synthesis of the sound-letter composition of a word, helps to visually represent abstract concepts (sound, word, sentence, text), learn not only to work with them;
but also
— increases motivation for learning, develops interest in linguistic phenomena and communication;
— improves the child’s speech-thinking activity, promotes mastery of the operations of analysis and synthesis and the gradual transformation of children’s visual-figurative thinking into verbal-logical thinking;
— activates the work of the visual, auditory, kinesthetic analyzers;
– promotes the development of visual, motor, associative memory
This creates the necessary prerequisites for the formation and consolidation of the skills of correct writing and reading, and the formation of universal educational activities.
Bibliography:
- Wenger L.A. Is your child ready for school? – M.: Knowledge, 1994.
- Goretsky V.G. ABC, 1st grade, at 2 o'clock, - M., Prosveshchenie, 2012.
- Misarenko G.G. Teaching phonemic analysis in 1st grade: Methodological manual. - M.: Sfera TC, 2008. - 120 p.
- Sadovnikova I.N. Disorders of written speech and their overcoming in primary schoolchildren. – M.: “Gits Vlados”, 1997.
- Yastrebova A.V. Bessonova T.P. Instructional and methodological letter about the work of a speech therapist at a secondary school. (Main directions of formation of prerequisites for productive mastery of the native language teaching program for children with speech pathology). - M.: "Cogito-Center", 1996 - 47 p.
VISUAL SYMBOLS OF VOWELS AND CONSONANTS
Not all symbols are accessible to preschoolers of this age. Thus, symbols in the form of arrows, complex geometric shapes, parts of objects, elements of letters or numbers are not perceived by children 4 years old.
We tried to find symbols that are easy to learn, quickly remembered, and are clearly associated by children with the corresponding sounds of their native language. When choosing logical connections, we took into account the age and speech characteristics of children of middle preschool age, as well as the uniqueness of their attention, perception and memory.
Realizing that the use of our symbols is an intermediate link between the stage of improving phonemic perception, as well as sound analysis and synthesis of words in the preliterary period of literacy, we tried to link our symbols with generally accepted symbols (red squares for vowel sounds
and
blue
for
consonants).
This approach further enhances the differentiation of sounds according to these (vowels - consonants) essential features and echoes the schemes familiar to specialists. However, in traditional schemes these are just squares (in our case, each visual symbol evokes a direct analogy with sound (as opposed to letters!). ,
It is known that the formation of sound analysis skills, that is, the operation of mental division into the constituent elements of various sound complexes, begins with vowel sounds,
since they are easier to perceive, isolate, and differentiate in words than consonants.
When choosing symbols for vowel sounds, we relied more on immediate, momentary visual perception (as the most vivid) and selected an analogy that can be reproduced easily and quickly, as well as controlled in cases of difficulties.
To do this, it is enough for an adult to draw the child’s attention to the position of the lips when articulating the corresponding vowel sound and correlate each article with geometric shapes familiar to children. (We denote the sound U with a small circle, the sound A with a large circle, I
-
a horizontal stripe, O
-
an oval, elongated vertically, the sound Y
-
the lower half of a circle.
The sound E is not used.) The color of the symbols was not chosen by chance. All geometric shapes representing vowel sounds are the same color, so that children’s attention is entirely focused on their shape. The color of the figures is red according to the symbolism traditionally used for vowel sounds in the pre-letter period of learning to read and write (see Appendix No. 1).
Consonants
are perceived and differentiated by preschoolers more difficult, therefore, to designate each of them, we used not only a visual image of an object or an object capable of producing the corresponding sound, but also a certain gestural symbol associated with the visual one.
Single-color pictures-symbols evoke in children a memorable, bright visual image, which concentrates and clarifies the perception of the corresponding consonant sound
In addition, the unity of color encourages children to react more sharply to differences in the images of objects depicted on symbol cards.
The choice of color is not accidental. For all symbols of consonant sounds it is blue, so as not to disrupt the child’s smooth natural transition to mastering school symbols.
Practitioners can perceive the similarities between the depiction of some consonant sounds in our manual (a girl is crying, a pump is whistling
etc.) and similar to M.F. Fomicheva (“Education of correct pronunciation in children.” M.: Education, 1997).
We recognize such a coincidence, but only in sound analogies. At the same time, our symbols differ in many respects from the colorful pictures of the author I deeply respect.
A gestural symbol, additional to the visual one, reinforces and enriches the auditory and visual images of each consonant sound, creating additional support for perception and expanding sound reception.
Such a complex effect of various sensations (auditory, visual, muscular, kinesthetic) greatly enhances the baby’s phonemic awareness.
We propose to introduce children to symbols gradually, as they learn the corresponding consonant sounds: two or three in each lesson in mass groups and one in speech therapy.
The order in which consonant sounds are acquired is determined by their acoustic and articulatory characteristics, which affect the perception and reproduction of each sound by 4-year-old children. (The sequence of learning sounds is reflected in the thematic lesson plan.)
Many children at this age still distort, replace or do not pronounce hissing sounds, the sounds P, Pb, L at all. Therefore, we did not include them in the thematic lesson plan. However, we offer appropriate symbols for individual work with children, in cases where the child pronounces the indicated sounds correctly.
GESTURAL SYMBOLS FOR CONSONANT SOUNDS
The adult, followed by the child, reproduces each indicated gesture for a long time and at the same time repeats the corresponding sound many times.
The gestural symbol in combination with the visual one (see appendix) creates an accurate and stable image of each sound being studied.
Consonant sounds are offered in order of increasing difficulty of their perception.
After the asterisk, sign symbols for individual work are given.
Sound
M the cow moos (place the index fingers of both hands to the head, depicting horns).
The girl is crying (put palms to eyes).
the wind howls, the trees sway
(wave your arms above your head).
the fountain makes noise (moving your hands from bottom to top and spreading them to the sides is similar to the movement of water jets).
the bell rings (moves the right hand from side to side, as when striking a bell).
the engine puffs (circular movements with arms bent at the elbows).
the drum is thundering
(movements with the hands, as when playing a drum).
- the hammer knocks (sharp swings with the index and middle fingers closed -
mi right hand).
- the goose cackles (arms back like goose wings).
- the heels are knocking (put your index fingers down, alternating movements)
moving your hands up and down).
- warm your frozen hands (place the straight hands of both hands at the level of your mouth;
bottoms to the face).
- pump the pump (clasped palms move up and down).
*
- the mosquito rings (the thumb and index fingers of the right hand are clenched, circular
hand movements).
- hush, hush, the baby is sleeping (index finger to lips).
- the ball bursts, the air comes out (we spread our rounded palms to the sides,
and then pressed against each other).
- the bee buzzes (the thumb from below is in contact with the other fingers
right hand, circular movements with the right hand).
- the ship is humming (fingers, arms extended forward, closed, at an acute angle,
depicting the stern of a ship).
- the plane is flying, the engine is humming (rotational movements with the arms bent at the elbows -
in front of the chest, then the arms, spread to the sides, sway, depicting the wings of an airplane).
In conclusion, we note that with the help of our symbols, a teacher (or parent) can develop the following skills:
• synthesis of sounds into syllables and words, that is, modeling of reading,
• determination of sound position (beginning, middle, end of word),
• determining the presence or absence of a sound in a word,
• differentiation of acoustically and articulatory close phonemes (B - P, T - D, K -G, K - X, S - 3, S - Sh, etc.)
• analysis of the sound composition of a word,
• selection of words with a given sound, etc., which are inaccessible to children of 4 years of age with normal speech development and practically inaccessible to children with speech impairments without the use of the indicated educational aids.
Planning and conducting classes
on literacy preparation
In mass groups of children
educational institutions
Currently, the age for children to start school has dropped to 6 years, and the impatience of many parents who, from the age of 3, begin to acquaint their child with letters, force him to read, write and turn to teachers with the same request is quite understandable. Is this always justified?
If a child has a high cognitive level, a pronounced interest in learning, good performance, he has no disorders in the emotional-volitional sphere, attention, memory, or speech disorders, and he pronounces all sounds clearly, then you can teach him letters in 4 and even in 3 years.
However, if some phonemes are pronounced incorrectly, the child finds it difficult to memorize letters, reading turns into an overwhelming task, and when trying to write words, frequent and persistent errors are encountered, then the preschooler needs additional preparation for learning to read and write.
Let us clarify what the essence of the literacy teaching methodology used in school is and what the readiness for it consists of, namely the required amount of knowledge, skills and abilities.
The modern method, which is used not only by primary school teachers, but also by teachers of preparatory groups of children's educational institutions (preschool educational institutions), is sound analytical-synthetic.
This means that in the process of mastering reading and writing, children first become familiar not with letters, but with the sounds of their native language.
The task of a teacher in a school or kindergarten (in the so-called pre-literary period)
- help children distinguish sounds according to their belonging to vowels or consonants, and, in turn, differentiate consonants according to their sonority - deafness, as well as hardness - softness.
The last factor is especially important, since such consonants are indicated in writing by a common letter (compare: nose
-
carried, garden
-
sit down
, etc.).
Based on this method, the study of sounds occurs in the process of analytical-synthetic work on a word, that is, the child masters the basic skills of sound analysis (mentally breaking down a word into its constituent sounds), as well as synthesis (combining sound elements into a single whole). And only then does one become familiar with the designation of sounds by letters. At school, this period (pre-literary) lasts approximately one to two weeks, and not every child is able to master the entire volume of necessary information in such a short period of time.
A psychological study of the writing process in a beginner shows that the child cannot write down a single word without saying it, and for a long time uses this pronunciation out loud (T.G. Egorov). It is important that such reproduction of the sound shell of a word becomes correct, analytical, and syllable-by-syllable.
From the methodology of the Russian language it is known that speech motor analysis of words (slow, syllable-by-syllable pronunciation), which should be specially taught to preschoolers, prepares them not only for conscious, competent writing, but also for correct reading (without omissions, substitutions and distortions).
Preliminary analysis of a word during its pronunciation and re-reading following writing, introduced into a stable skill, become a means of self-control for a beginning student.
In turn, an error-free determination of the number and sequence of sounds in a word is possible only when the child clearly perceives, distinguishes well all the phonemes of his native language and pronounces them correctly. These are the basic prerequisites for teaching children to read and write.
Taking into account the above, let us formulate the main tasks of preparing preschoolers for learning to read and write:
>• improving phonemic awareness (the ability to perceive and distinguish speech sounds);
>• formation of correct pronunciation of sounds;
>• development of sound analysis and synthesis skills.
Let us note that both clear, correct pronunciation and stable sound analysis skills are possible only with the advanced development of phonemic perception in children (R.E. Levina, R.M. Boskis, N.A. Nikashina, etc.).
All three processes - phonemic perception, pronunciation of sounds and sound analysis - being fundamental for preparing a preschooler to learn to read and write, are interconnected and interdependent.
We assumed and then verified in practice that postponing the start of work on sound analytical-synthetic activities using our symbols to an earlier (compared to traditional) time frame with the accelerated development of phonemic perception allows us to expand the scope of readiness for learning to read and write for 4-year-old children, taking into account their age sensitivity.
Taking into account modern trends towards intensifying the education of preschoolers, we considered it inappropriate to postpone the start of work on sound analysis until later (5 years), when the pronunciation of most children will be normalized naturally, and thus “lose” a whole year.
We propose that in a mass kindergarten, we do not wait until all children in the middle group have completed the formation of correct pronunciation and, by intensely stimulating their phonemic perception, begin training in sound analysis and synthesis as early as 4 years old.
Two conditions that are necessary for children to easily master difficult skills at such an early age are the use of auxiliary symbolism and exercises in sound analysis and synthesis only on the material of correctly pronounced sounds.
stages of developing sound analysis skills in preschoolers 4 years old (using symbols)
Isolation of the first vowel sound in words (Aster, Duck).
Analysis and synthesis of combinations of two vowel sounds
(AU, UA).
(vowel, consonant)
in words Determination of the last vowel sound in words
(paltO, skala).
Determination of the first and last vowel sound in words
(BUSES).
Isolation of stressed vowel in words
(pictures, dishes).
• Synthesis of words consisting of two sounds: a vowel and a consonant (UH, AM, UM, OH). Sh
Determination of the first consonant sound in words
(Coin, Robe, Airplane).
· Determination of the last consonant sound in words (airplane, pump).
• Determination of the vowel sound in the middle of monosyllabic words (kOT, pooh, bull).
• Synthesis of monosyllabic words consisting of three sounds (NOS, MOSS, SLEEP).
• Analysis of monosyllabic words consisting of three sounds (COM, SOUP, MAC, MAL).
• Determining the position of a consonant sound in words (beginning, end).
• Determining the number of syllables in words (one, two and three).
• Identification of several vowel sounds in words (KHATY, LIMONY).
• Synthesis of disyllabic words consisting of two open syllables (FLY, OWLS).
In terms of their intellectual development, psychological readiness for systematic learning, as well as their state of speech, children in mass groups present a motley picture. For many of them, at the age of 4 years, the formation of correct pronunciation has not yet been completed; therefore, it is impossible to talk about the completion of the formation of phonemic perception.
Typically, defects in the pronunciation side of speech concern hissing sounds (Ш, Ж,Ч, Шч), sonorant sounds (Р, Рь, Л) and, in some cases, whistling sounds (С, Сь, 3, Зь, Ц). Less common are children who have more serious disorders, the correction of which requires the intervention of a speech therapist (general speech underdevelopment, dysarthria, alalia, rhinolalia, etc.).
What are these defects and how can a teacher or parent notice them and at least approximately distinguish them from each other? After all, a child of 4 years old can speak incorrectly due to physiological (age) reasons. Let's look at this in more detail.
Alalia - translated this term means “lack of speech.” But it is not so. Children with motor alalia speak, but at 4-5 years old even their parents have difficulty understanding them. This is the most persistent speech anomaly observed in cases of damage or underdevelopment of the speech areas of the cerebral cortex. Such children have a later (after 2.5 - 3 years) onset of speech, a slow rate of vocabulary acquisition, and active use of facial expressions and gestures in communication.
Here are examples of the speech of a 4-year-old alalik child: pa tu
- gesture (dad came by car),
ma am
- gesture (mom, I'm hungry),
cat there
- gesture (cat there - a gesture depicting a fight).
Parents and educators should be warned that the noted speech defects do not go away spontaneously and their elimination requires long-term, systematic, qualified work by a speech therapist.
According to our observations, the total number of children in the middle groups of mass kindergartens, whose pronunciation aspect of speech (for various reasons) has not yet been normalized, has recently been approaching the 50% mark.
A child’s auditory and articulatory ideas about sound cannot be unambiguous if the sound is perceived and pronounced inaccurately and incorrectly. That is why exercises in improving phonemic perception, developing skills in sound analysis and synthesis are recommended to be carried out on the material of easily perceived and correctly pronounced sounds of early ontogenesis (individual development). The vast majority of children pronounce them correctly by about 3 years (T.B. Filicheva). These include vowel sounds (A, U, I, O, Y), vocalized consonants of long pronunciation with a predominance of vocal tone (M, N, V), stop consonants pronounced briefly (B, P, D, T, G, K ), fricative voiceless consonants pronounced for a long time (X, F, S).
By synthesizing words with the help of symbols, we easily, in a playful way, with the great interest of children, achieve the skill of merging sounds, and model the reading process.
By analyzing (dissecting) the words obtained after combining sounds, we prepare preschoolers for correct, literate writing.
We propose to distribute all educational material on preparation for teaching literacy into 10 lessons (as indicated in the manual by L.E. Zhurova et al. “Preparation for teaching literacy in kindergarten.” Minsk, 1992).
At each lesson, children should be introduced to two or three new sounds and the same number of corresponding symbols. All classes are conducted in the form of a variety of games, the name and description of which is given below.
The duration of each lesson is approximately 20 minutes, the frequency is once a week. We advise teachers of mass groups to familiarize themselves with methodological recommendations, the use of which will help increase the effectiveness of classes.
With a normal level of speech and intellectual development, a child at 4 years of age masters the entire system of his native language: he speaks coherently, comprehensively, and correctly pronounces all speech sounds. His vocabulary (according to E. A. Arkin) is about 2000 words. This is the so-called “high standard”.
In cases of “low norm”, single distortions of sound pronunciation can persist for up to 4.5 years and disappear spontaneously, without the intervention of a specialist.
Let us dwell on cases of speech pathology.
General underdevelopment of speech (GSD) is considered to be a form of speech anomaly in which in a child with normal hearing and primary intact intelligence at the age of 4-5 years, all components of the language system are unformed: phonetics, vocabulary and grammar.
This is what, for example, a retelling of the fairy tale “Ryaba Hen” looks like by a 5-year-old child with general speech underdevelopment: Mika bizya, here you go
(gesture),
tit mpa
(the mouse ran, waved its tail, the testicle fell). Such a story is imperfect phonetically (omissions, replacement of sounds), lexically (replacing a word with a gesture) and grammatically (lack of word agreement).
Dysarthria is a persistent violation of the pronunciation side of speech, caused by insufficient innervation (providing nerve conduction) of the organs of the speech apparatus. Such children speak slurredly, sticking out their tongue or tilting it to the side, often with profuse salivation; They are difficult for others to understand.
Rhinolalia is a violation of voice timbre and sound pronunciation, caused by improper participation of the nasal cavity in the speech act. The speech of such children is also called “nasal”. In most cases, they speak through their noses and have a cleft upper lip and hard palate. Sometimes, after an appropriate operation (without sessions with a speech therapist), rhinolalia persists and the child continues to speak poorly.
lesson plans
on preparation for teaching literacy using special symbols
for children 4 years of age
(mass groups)
Lesson 1. The concept of words and sounds, short and long words. Acquaintance with the sounds A, U, I, their figurative analogues, articulation and visual symbols.
• Isolation of the first vowel sound in words (A, U, I).
• Analysis and synthesis of combinations of two vowel sounds (AU, UA).
• Selection of words with a given sound (A, U, I).
Games: “A hedgehog walks along the paths” (1st option), “Live sounds”, “Various riddles of the cat Vasyatka”, “Who is the picture for?”
Lesson 2. Introduction to the sounds O, Y, their figurative analogues, articulation and visual symbols.
• Determining the first and last vowel sound in words (BUSES).
• Determination of the last vowel sound in words (paltO, skala).
• Determining the presence or absence of a vowel sound in words (A, U, I, O).
• Isolation of stressed vowel in words (pictures, dishes),
• Selection of words with a given sound (O, Y).
Games: “We ran away and gathered”, “Various riddles of Vasyatka the cat”, “We let a set of special words into the yard”, “Arrange objects (pictures) to symbols”.
Lesson 3. Introduction to the sounds M, N, V, their figurative analogues, articulation and visual symbols.
• Determination of the first consonant sound in words (M, N, V).
• Synthesis of words consisting of two sounds: a consonant and a vowel (AM, UM, YOU, OH).
• Selection of words with a given sound (M, N, V).
Games: “Shop”, “Various riddles of the cat Vasyatka”, “Collecting buttons”, “Substitute the symbol for the object (picture)”.
Lesson 4. Introducing the sounds K, T, P, their figurative analogues, articulation and visual symbols.
• Determination of the last consonant sound in words (K, T, P).
• Determination of the vowel sound in the middle of monosyllabic words (kOT, pooh, bull).
• Determining the presence or absence of a consonant sound in words (K, T, P).
• Selection of words with a given sound (K, T, P).
Games: “Postman”, “Don’t touch or catch the ball - try to guess”, “Object and name”.
Lesson 5. Introducing the sounds B, X, C, their figurative analogues, articulation and visual symbols.
• Synthesis of monosyllabic words consisting of three sounds (MOS, POPPY, BAK, BOK, BULL).
Transforming words by replacing one sound (character).
• Selection of words with a given sound (B, X, C).
Games: “Arrange objects (pictures) to symbols”, “Various riddles of Vasyatka the cat”, “Gifts for guests”.
Lesson 6. Clarification of acoustic and articulatory differences between the sounds B - P, T - D, G - K, as well as their visual and gestural symbols.
• Synthesis and analysis of monosyllabic words consisting of three sounds (HOUSE, SMOKE, DAM, TAM, KOM, SOM).
Transform words by changing one sound.
• Selection of words with a given sound (B—P, D
-
T, G
-
K).
Games: “Who is the picture for?”, “Let’s sort it out and put it together,” “Various riddles of the cat Vasyatka.” “Gifts for guests.”
Lesson 7. Clarification of the acoustic and articulatory features of the sounds K, X, S and their visual and gestural symbols.
• Determining the position of a consonant sound in words (beginning, end).
• Selection of words with a given sound.
Games: “Bag-idea”, “What’s hanging on the Christmas tree?”, “Let’s find the hidden words.”
Lesson 8. Determining the number of syllables in words (one, two and three).
• Synthesis and analysis of words (SON, NOSE, SOM, SAM).
• Selection of words with a given sound (S, 3, G, K, D, T).
Games: “Which toy is missing?”, “Seven-flowered flower,” “Remember the fairy tale.”
Lesson 9. Identifying several vowel sounds in words (KHATY, LEMONY).
• Selection of words with a given sound (F, V, P, B, K, G).
Games: “Run and gather”, “Cube”, “Various riddles of Vasyatka the cat.”
Lesson 10. Synthesis of two-syllable words consisting of two open syllables (FLY, COTTON WOOL, OAKS, OWLS, SOUPS).
• Selection of words with a given sound.
Games: “Magic Carousel”, “Collecting Buttons”, “We have received a letter from Zvukograd”.
For descriptions of the games listed in the plans, see pages 27-30.
At each lesson, when introducing children to a new sound, it is necessary to explain its articulation. In our description of the characteristics of sounds according to their articulatory features, we tried, firstly, to reflect the essence of phoneme formation: the presence of an obstacle to the exhaled stream of air in the form of a bow or a gap in the oral cavity, or the absence thereof, and we recommend concentrating children’s attention on this. And, secondly, to create a game situation, they introduced a “conflict” between Air and his opponents: those who create obstacles in his path of movement (Tongue, Teeth, Lips, etc.). When describing the articulation of consonant sounds, the order of their study in speech therapy groups was taken into account.
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Recommended pages:
Visual and didactic aid “City of sounds and letters”
Marina Filimonova
Visual and didactic aid “City of sounds and letters”
The manual was developed on the basis of the workbook “On the Road to the ABC”
, part 4 (authors - R. Buneev, E. Buneeva, T. Kislova, included in the set of
manuals of the Educational system "School 2100"
.
The manual is designed for children of senior preschool age.
The manual was created to optimize the process of preparing children for learning to read and write. Tested for seven years.
with the help of the manual :
1. Development of children's cognitive interest.
2. Involuntary memorization of letters .
3. Development of the ability to carry out elementary phonetic analysis of words.
4. Development of logical and abstract thinking.
5. Formation of self-control skills.
6. Development of monologue and dialogic speech.
7. Development of communication abilities .
The panel allows the teacher to create motivation by setting game tasks, as well as provide an individual approach, giving children the opportunity to choose tasks and methods of self-control ; carry out integrative connections with other educational areas.
Description of the manual .
The manual is a panel measuring 2x3 meters, made of plastic. The panel depicts the fabulous city of Sounds and Letters . The river divides the city into two parts - the bank of Vowel sounds and the bank of Consonant sounds . On the bank of Vowels there are two streets: Glasny Street and Friendly Sound . On the other side is Consent Street. On the streets there are houses with windows - pockets, and near each house there is a post with a pocket made of transparent plastic. The houses of consonant sounds that have a pair of voicedness and deafness are doubled. letters are placed in the pocket on the column , and tokens with symbolic images of sounds . These images are taken from the above workbook "On the Road to the ABC"
and represent little men in red shoes for vowels
, blue shoes for hard consonants, and green shoes for soft consonants.
People symbolizing voiced consonants are depicted in bell hats, and deaf people - in straw hats. The difference between the manual and the source material.
1. The main difference between my manual is that the panel is dynamic. Images of letters and symbols of sounds can be displayed or removed from the panel as needed. In addition, the panel is now not a handout (as in a notebook, but a demonstration aid .
2. The roofs of the houses are painted in different colors: red for vowels, blue for hard consonants, and green for soft consonants.
3. There is a designated Street of Signs, on which there are only two houses - for hard and soft signs.
4. The street of Hard Sounds , on which there are houses of consonants that do not have a soft pair.
5. Visibility of the panel (use of sound , color designations)
allows the child to exercise self-control during the elementary phonetic analysis of a word and
sound .
6. The panel is animated by images of plants, animals, and various vehicles.
Working methods.
The distinctive features of our dynamic panel made it possible to develop original methods and techniques for preparing children for learning to read and write.
When children first become acquainted with the panel, the children are asked to carefully examine the picture and tell what they saw. You can invite children to list everything that relates to the man-made or miraculous world. You can divide the children into teams and instruct one team to find all the animals, the other to find all the transport, etc. Then the children are informed that this is a map of the City of Sounds and Letters , with the help of this map we will travel and learn the secrets of this city .
Next, children's activities are organized as a game - a journey. The map traces the route of our expedition. The journey is accompanied by clarification and consolidation of various concepts - sound , letter , vowel sound , hard consonant, soft consonant; involuntary memorization of letters , monologue speech, logical thinking, the ability to defend one’s point of view, and argue reasonedly develop. The panel makes it possible to create problematic situations in the course of standardized educational activities. In addition, a travel game can include dramatization.
Games played using a dynamic panel.
"Route sheet"
.
Goal: strengthening the ability to correlate sounds and letters .
The child receives a “route sheet”
, which indicates a chain
of letters . The child is asked to “walk”
along the map, following the order indicated in
the “route sheet”
, naming
the letters encountered along the way. You can indicate in the “route sheet”
only the starting and ending points -
the letter - of the trip .
"Travel on the Map"
.
Goal: development of visual-motor coordination, ability to correlate sounds and letters .
This is a more complex version of the game "Route Sheet"
.
The child receives a “route sheet”
, as in the previous game, but does not name it, but writes down
the letters .
Where do vowels live?
Goal: to strengthen children’s ability to distinguish between vowels and consonants , to correlate sounds and letters .
tokens are removed from the panel . The child or group of children is then asked to return them to their place and explain their choice.
Where is this street, where is this house.
Goal: to consolidate the ability to distinguish between vowels and consonants , hard and soft consonants.
Some tokens with letters , vowels and consonants, or only consonants are removed from the panel. Children are asked to return the letters to their place . In this case, participants must explain why, for example, the letters “Ш”
and
“Ch”
ended up near a non-double house with a green roof (because these
letters denote only soft sounds and do not have a hard pair). The letters “C”
,
“Sh”
,
“Zh”
are placed near non-double houses with a blue roof, since
the sounds denoted by these letters do not have a soft pair. In addition, it is necessary to pay attention to what kind of invisible sound “lives”
in each house, because
the letters “C”
and
“W”
indicate dull
sounds . This means that in the windows of their houses there should be a symbol of a dull sound (a man in a straw hat, and in the window of the house of the letter “Zh”
- a symbol of a ringing
sound (a man in a bell hat)
.
The letters “b”
and
“b”,
respectively, should be in houses where there are no
sound , since these letters do not represent any sounds ...
It looks like - it doesn’t look like.
Goal: to consolidate the understanding of consonant and vowel sounds , the development of monologue speech, and the ability to prove one’s thoughts.
Children are invited to find similarities and differences between Glasnykh Street and Consonant Street.
Divide the sounds into commands .
Goal: consolidate the idea of consonant sounds , develop the ability to classify .
Children are asked to divide consonant sounds into commands in different ways . As a result, sounds can be divided into the following groups: voiced and unvoiced; soft and hard; voiced soft and voiced hard; deaf soft and deaf hard; having a pair in hardness and softness and not having such a pair; sounds that are only soft and sounds that are only soft.
Where to place the soft sign?
Goal: development of logical thinking, the ability to prove your point.
The children are asked the question: why does L live on the bank of the Glasny, is it possible to settle him on the bank of the Glasny? sounds can be soft , b is “friendly”
only with consonants.
Confusion.
Goal: to consolidate the idea of the sounds of the Russian language , develop the ability to analyze, and prove your point.
Tokens with sound or letter are placed in the wrong place. For example, the letter "M"
placed near the house where
dull
sounds “live” (that is, little men in straw hats are placed in the house)
;
the letter “Ш”
is placed in a double house, etc., all the variants of
“errors”
are even impossible to list.
Abstract of GCD using a dynamic panel city of “ Sounds and Letters ”
.
Target. Strengthen the idea of sounds and letters .
Tasks.
1. Strengthen the ability to correlate sounds and letters , characterize the sound .
2. Develop phonemic awareness, the ability to identify the first and last sound in a word .
3. Develop monologue speech and the ability to argue .
Equipment: dynamic panel “ City of sounds and letters ”
;
allowance S. Vokhrintseva “Locomotive”
;
computer, video projector, screen, magnetic alphabet, car made of soft modules, two easels for placing aids ; a set of cards with letters , a set of subject pictures.
Move.
The children are seated at the tables.
Educator: Guys, we received a video letter from the city of Sounds and Letters . Want to know what's in it? Let's look at the screen. (Video recording starts)
.
On the screen there is a child in the form of the letter “A”
. The content of the video letter: “Dear children, come quickly, in our
city of Sounds and letters there is complete confusion . This is what happened: the alphabet fell off the stove, the letters and sounds got lost !”
Educator: What should we do, guys?
Children's answers: we need help!
Educator: I’m glad that you are ready to help our friends with sounds and letters . And the proverb says: don’t leave a friend in trouble. But the ABC is our great friend, the ABC is a stepping stone to wisdom. Well, let's hit the road. The car is waiting for us, we just need to buy tickets. Our tickets are unusual. Find a letter and guess it by touch. Whoever guesses the letter attaches the letter to the easel and gets into the car. (The didactic game “Magic Bag”
The letters of the magnetic alphabet are placed in the bag ).
Children sit in the car. Educator: Are you ready? Let's turn on the engine! (The articulation exercise “Motor”
).
Educator: In order not to get bored on the way, let's play “add-ons”
.
I will name words in which the first sound is “lost”
, you need to add it.
So (p)
omashka,
(l)
EC,
(l)
enta,
(m)
cell
, echka,
(e)
rain
,
(c) bosom
,
(j)
ist,
(c)
olk ,
(m)
Ashina,
(m)
Ishka.
Educator: Well done! So we arrived in the magical city of Sounds and Letters . letters and symbols denoting sounds are swapped .
Educator: Guys, who noticed the disorder?
Children's answers: Children find mistakes and tell them what they are and how to correct them. For example, the letter "N"
settled on the street of vowels, this is incorrect because
the letter “N”
denotes a consonant
sound . The child moves the token with the letter to the right place .
Educator: Order has been restored! The sounds and letters are so glad that they are back in their places! As a token of gratitude, they give us an interesting game. ( The manual by S. Vokhrintseva “Locomotive”
and placed on an easel.
In the slots of the manual there are subject pictures and cards with letters .) Each of you can take the picture you like, but with a condition. Instead, you need to put a card with the letter , which indicates the last sound in the name of your picture. (The pictures are selected so that the names of the objects depicted on them end in a vowel sound or a voiceless consonant).
Children's answers.
Educator: Now let’s get into our funny little train and go home. (Physical training “Train Locomotive”
. The children return to the tables.)
Educator: Sounds and letters came up with a fun game for us. Guys, each pair of guys at the table has two pictures. Try to find similarities between your very different pictures. (Children often find very unexpected solutions. For example, one pair of children had pictures of “socks”
and
“cheese”
. The children found the following similarities between these objects: there are holes in cheese and socks).
Educator: Well done! Don't leave your friends in trouble! You worked together. Together - not burdensome, but apart - at least drop it! Our journey is over. What did you find most difficult? The most interesting?
Projects of Elizaveta (Eleanor) Dyachenko
All speech therapy work is divided into two parts: work on speech and work on language.
Work on language begins from the moment the content appears, i.e. where there is content, there is thinking, there is language. And work on rhythm, intonation, chains of sounds and syllables, etc. – this is all about forming the base of the language. There is no meaning or content yet. Meaning and content appear at the word level.
Violation of the syllabic structure of a word is primarily an indicator of alalia. However, this problem often occurs with OHP. Omissions are often due to syllable structure.
For example, when consonants are combined, one of them is often missed: [tichka] (bird), [sina] (pig), [malek] (small), etc. in words with a complex syllabic structure, substitutions, omissions and rearrangements of sounds are more often observed, and the approximation is more pronounced: [dot] (asterisk). [cafe] (candy), [kika] (tassel), [kakaza] (dragonfly).
The same can be said with regard to the length of a word: the longer it is, the greater the likelihood of various phonemic violations appearing in it (especially substitutions based on the type of approximation), of course, in the absence of the influence of all other factors.
Among suprasegmental influences, the main (and perhaps the only) role belongs to stress. Often sounds from a stressed, pre-stressed or post-stressed syllable are transferred and replace other sounds.
When checking the syllabic structure of a word, it is necessary to offer to pronounce words of a complex syllabic structure in a load and in a sentence, so that semantics is added, which distracts from pronouncing the word and due to the fact that the simultaneous pronunciation of a word by an alalik is possible, but in a sentence or in a load the structure will immediately break down.
There are 4 types of violation of the syllabic structure of a word:
- if the number of syllables is violated;
- if the type of syllables is violated (it was closed - open, it became open - open);
- if the sequence of syllables is broken:
- if the emphasis changes.
How is the syllabic structure of a word formed? Determining the number of syllables in a word, dividing words into syllables is syllabic analysis, and the formation of a syllabic structure is the formation of the skill or ability to speak together, smoothly words from a given number of syllables in a given sequence, with a given type of syllables and with a given stress. This is work on the syllable structure. In order to teach children to speak words of a complex syllabic structure, it is necessary to teach them to speak words of the main productive classes. (according to Markova)
In order to work on the syllabic structure of a word, you need to understand that there are sections:
- rhythms , - syllables, - words .
In order to work on rhythms, you need to have symbols of all rhythms (there are 6 of them and all 12 productive classes fit into them) and teach children how to do “locks”; the drawings on the rhythm maps have meaning: the hare is turned in the direction where the stress is, the goat knocks its back hoof, the dog's tail is exactly in the center, the cockatoo (parrot) is turned towards the stressed syllable, the whale beats its tail.
In order to work on syllables, you need: symbols of sounds (vowels and consonants) - according to Fomicheva or Tkachenko; rulers with buttons (of five buttons - according to the number of fingers); buttons for working with a chain of two syllables - two buttons five times, three buttons five times; cards for forming a syllable with vowel changes; maps of syllable formation with consonant changes; card for forming a closed syllable, card for forming a closed syllable with a change of consonants, card for working on syllables with a combination of consonants.
In order to work with words, you need cards to form words. We have 13 classes of words. If the class consists of two syllables, you need to divide the class into two parts, and one part will have the first stress, and the second will have the second stress. In order to develop the skill of pronouncing something correctly in a word, you need about 30 words. We take 5-6 cards of 6 pictures each (turnip, toad, cloud, etc.)
Types of violation of the syllabic structure of a word
Children can speak only with a stressed syllable (for example, instead of machine only shi ), or keep the structure of the word, but fill it incorrectly. If a child has only one syllable and no others, this is an afferent type, i.e. there is no switching, only the most sonorous (stressed or first syllable), and if there is a word structure, but no filling, then this is an efferent type.
Method of forming syllable structure.
Rhythms are correlated by ear and visual reference. Rhythms give us the syllabic-rhythmic basis of words - the base into which we will then introduce bricks of syllables and get words. Rhythms are always practiced two steps earlier than syllables. Both the music director and the physical therapist can help with this work. Instructor.
In ontogenesis, syllable chains are first formed as the same type, quite long, long, and then different. Our task is to connect ri) with a syllable.
Each lesson should begin with singing vowels: this is both a learning stage and a warm-up.
Each rhythm contains several classes
— in rhythm two with the first shock type I, IV, V class, VI class and XII class are placed; the same classes are placed in rhythm two with the second drum)
- rhythms three syllables with the first stress, three syllables with the second stress, three syllables with the third stress fit into classes II, VII, VIII, IX and X
- rhythm with one syllable corresponds to classes III and XI.
Next comes work on the number and force of impact of the “locks”:
- the concepts of “one - many” are worked out,
- the concepts of “loud - quiet” are practiced
Then there are different combinations loudly - quietly, then locks on the mouth, silent - hands work.
- How does a bunny tap a stump with its paw? How does a goat clatter its hoof? Etc..
Types of jobs
– direct correlation of the image with the rhythm: I listen like a bunny, then everyone clap with me like a bunny, one at a time, all together. Then on rhythm two with the second drum: I’m like a goat, listen, listen, then everyone clap with me like a goat, one at a time, all together.
Then we put 36 words into rhythm two with the first shock, and with rhythm two with the second shock we begin to work in isolation, we begin to prepare it with words two with the second shock. We begin to practice words with two and the second shock, and we practice the rhythm of three with the first shock, etc.
How does a cockatoo click its beak? How does a dog wag its tail? How does a chicken flap its wings?
- differentiation of rhythms based on the image: I am like a goat, everyone is like a goat, I am like a bunny - everyone is like bunnies.
- differentiation based on hearing clap - like who? A chain of who was first and who was second. Rhythm chain analysis. Memorizing the chain, playing the chain by ear. Who was first and second? Etc.
- correlation: find pictures that can be given to the whale (first clap several different words - goat, cancer, hair, garden).
If rhythm two with the second drum is not formed, then we cannot take words. First we form a rhythm, then we put a word into this rhythm in a given sequence, introduce stress there and get a word - we get the meaning. We begin to form a lexical code.
The lexical code is formed associatively, i.e. Every word I give gives a path along which we go and find another word. Associations can be very different. For example, if we work with preschoolers and use words from one part of speech, then we form a syntagmatic connection, and by forming chains from different parts of speech, we obtain paradigmatic connections, which is the basis of thinking.
Smolyakova Larisa volunteer – speech therapist ADL
![Visual and didactic manual on sound automation [C] “Interesting cards”](https://pleshakof.ru/wp-content/uploads/naglyadno-didakticheskoe-posobie-po-avtomatizacii-zvuka-s-interesnye-kartochki-330x140.jpg)
