Features of correctional work on the formation of phonemic perception

WHAT IS PHONEMIC PERCEPTION?

Phonemic perception is the ability to perceive words through the perception of sounds, to determine how many sounds and syllables there are in a word, which consonant sound is at the end of the word and which one is in front, which vowel is in the middle, etc.
Sometimes parents come to see a specialist with the words: “My child has porridge in his mouth.” This is exactly how the speech of a child who has problems with phonemic perception is perceived.

When phonemic perception is formed correctly, the child will pronounce sounds and words correctly, the pronunciation will be clear and clear, he can easily learn to read and write, and will master the grammatical structure of speech.

The foundation for the development of phonemic awareness is considered to be the correct development of listening comprehension. Therefore, children who have problems with phonemic perception suffer from impaired auditory function.

The child’s vocabulary is not replenished with new words that contain sounds that are difficult to distinguish. It follows that the grammatical structure of speech is not formed.

In this regard, the child lags behind his peers in development.

In this article we will talk about age norms in ontogenesis and the stages of language phoneme acquisition.

Phonemic analysis and synthesis in ontogenesis

A. N. Gvozdev believes that the function of the child’s auditory analyzer is formed early, much earlier than the speech motor analyzer. Already in the second week of life, the child, hearing the sounds of a voice, stops sucking; stops crying when people start talking to him. He early distinguishes the sounds of the human voice and responds to this stimulus, depending on the intonation, either with a smile or a cry.

From 6 months, by imitation, he pronounces individual phonemes, syllables, imitating tone, tempo, rhythm, melody and intonation.

By the age of 2, children begin to distinguish quasi-homonym words (paronyms). By this age, the formation of phonemic hearing ends, as evidenced by the child’s phonemic discrimination of all the sounds of his native language. He is able to distinguish words by sound that differ by one phoneme.

In the process of early speech development, expressive and impressive speech are closely related: on the one hand, speech development stimulates auditory perception, on the other hand, it clarifies one’s own pronunciation.

LEVELS OF SPEECH PERCEPTION

Speaking about phonetics, there are two levels of speech perception.

The speech that a child hears is a rather difficult and unstable sound process. The child’s task is to find sounds and sound connections with the help of which one can distinguish the meaning of what is being said.

But the child must also be able to generalize speech sounds, this is called the semantic role of language.

Phonemic series

N. Kh. Shvachkin identified 12 phonemic series according to the order of formation in children:

1. The vowel “a”, all others are perceived as not “a”. Then the vowels are learned in opposition: “i” - “u”, “i” - “o”, “e” - “o”. Next, the child begins to distinguish close phonemes: “o” - “u”, “a” - “e”. The vowel “y” is the last one to learn.
2. The presence or absence of consonants, as such. The child hears whether there is a consonant or not.
3. Distinguishes between consonants along the line of sonority, that is, oral and nasal consonants. This is facilitated by the resonance of a particular cavity. That is, the child relies on tactile and vibration sensations and kinesthesia.
4. Distinguishes consonants by hardness and softness. The interaction between hearing and articulation plays a big role.
5. Distinguishes sonorant sounds “r” - “l”; noisy consonants “zh” - “sh” - “ch”.
6. Distinguishes between labial "p" - "b" - "m" and lingual "t" - "d" - "n". Discrimination is aided by articulation and visual control.
7. Sonorans among themselves: “m” - “n” - “r” - “l”.
8. There are plosives: "b" - "p" - "m" - "t" - "d" - "n" - "k" - "g" and slotted "x" - "s" - "w" - "z " Moreover, plosive sounds begin to be articulated earlier and, on the basis of their pronunciation, fricative sounds begin to be distinguished, that is, plosives appear earlier, and on their basis fricatives.
9. They begin to distinguish between the front and rear lingual “t” - “d” - “n”, “k” - “g” - “x”. This difference arises quite late, since it requires precise articulation and localization of the tongue at the place of formation.
10. Distinguishes between voiceless and voiced consonants.
11. Distinguish between whistling and hissing. Requires maximum perfection of hearing and subtle differentiated movements of the front of the tongue.
12. Distinguishing between the sounds “r” - “l”.

Of all types of analysis of speech flow (dividing sentences into words, words into syllables, syllables into sounds), the most difficult is the phonemic analysis of words.

— From the age of 4, a child is able to distinguish a sound from the background of a word.

- From 5 years old - highlight the stressed vowel at the beginning of the word.

— From 6 years old:

1) determine the first consonant sound in a word (house, bun, etc.);

2) determine the last sound in the word (cheese);

3) determine the consonant in the middle;

4) determine the sequence of sounds in a word (poppy);

5) determine the number of sounds in a word.

Games for the development of phonemic awareness help the child in the development of phonemic analysis and synthesis. The child masters complete phonemic analysis in the process of learning to read and write. At school, a primer period is specially allocated for working on the analysis of speech flow.

By the end of preschool age, the child correctly hears every phoneme of the language. Does not mix it with other phonemes, masters their pronunciation.

ONTOGENETIC FEATURES OF THE DEVELOPMENT OF PHONEMATIC PERCEPTION

In ontogenesis, phonemic hearing occurs spontaneously and at a very early age.

When a baby is two weeks old, hearing a noise or someone's voice, he stops crying, becomes quiet, or is distracted from the feeding process.

In the table below I will talk about age norms for the development of phonemic awareness.

The phonemic perception of sounds itself is formed as a result of the mutual connection of auditory and kinesthetic vibrations that enter the cerebral cortex.

Phonemic awareness

Phonemic awareness

is the ability to perceive the sound composition of a word. How many syllables are in a word? How many sounds does it have? What consonant sound comes at the end of a word? What is the vowel sound in the middle of a word? It is phonemic awareness that helps answer these questions.

Formed phonemic perception is the key to clear pronunciation of sounds, the correct syllabic structure of words and the basis for the ease of mastering the grammatical structure of the language, and therefore the successful development of writing and reading.

Children usually learn the basic sounds of language quite early. Due to the physiological characteristics of the structure of the articulatory apparatus, they cannot correctly reproduce all phonemes of their native language, but at the same time they are well aware of the subtlety of pronunciation. At this time, the child is already beginning to hear the sounds of the language in accordance with their phonetic characteristics. He recognizes mispronounced words and is able to differentiate between correct and incorrect pronunciation. At the age of 5-6 years, children should already have a high level of development of phonemic perception. They must correctly form subtle and differentiated sound images of words and individual sounds.

Children with good phonemic awareness speak clearly because they clearly perceive all the sounds of our speech. At the same time, in children with underdeveloped phonemic perception, not only sound pronunciation suffers, but also speech understanding, since they cannot separate phonemes that sound similar, and words with these phonemes sound the same to them, for example: sami-sleigh, kidney-barrel, fox (animal) - forests (plural of the word forest)

In general, a violation of phonemic perception leads to the fact that the child does not perceive speech sounds that are close in sound or similar in articulation. His vocabulary is not replenished with words that contain sounds that are difficult to distinguish. The child gradually begins to lag behind the age norm. For the same reason, the grammatical structure is not formed to the required extent. It is clear that with insufficient phonemic perception, many prepositions or unstressed endings of words remain “elusive” for the child.

Unformed phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down and complicates the formation of sound analysis skills, without which full reading and writing are impossible.

The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds the word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy learning.

Ontogenetic features of the development of phonemic hearing

A child’s phonemic hearing begins to develop very early. In the second week of life, the child, hearing the sound of a human voice, stops sucking at his mother's breast and stops crying when they start talking to him. Towards the end of the first month of life, a baby can be soothed with a lullaby. By the end of the third month of life, he turns his head towards the speaker and follows him with his eyes.

During the period of babbling, the child repeats the visible articulation of the adult’s lips and tries to imitate. Repeated repetition of the kinesthetic sensation from a certain movement leads to the consolidation of the motor articulation skill.

From 6 months, the child pronounces individual phonemes, syllables by imitation, and adopts the tone, tempo, rhythm, melody and intonation of speech. By the age of 2, children can distinguish all the subtleties of their native speech, understand and respond to words that differ in just one phoneme (bear-bowl)

. This is how phonemic hearing is formed - the ability to perceive the sounds of human speech. From 3 to 7 years, the child increasingly develops the skill of auditory control over his pronunciation and the ability to correct it in some cases.

By the age of 3-4 years, the child’s phonemic perception improves so much that he begins to differentiate first vowels and consonants, then soft and hard, sonorant, hissing and whistling sounds.

By the age of 4, a child should normally differentiate all sounds, i.e., he should have developed phonemic perception. By this time, the child has completed the formation of correct sound pronunciation.

The formation of correct pronunciation depends on the child’s ability to analyze and synthesize speech sounds, i.e., on a certain level of development of phonemic hearing, which ensures the perception of phonemes of a given language. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated and it becomes possible to isolate individual phonemes. In this case, primary forms of analytical-synthetic activity play an important role, thanks to which the child generalizes the characteristics of some phonemes and distinguishes them from others.

With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. Lack of analysis or synthesis affects the development of pronunciation as a whole. However, if the presence of primary phonemic hearing is sufficient for everyday communication, then it is not enough for mastering reading and writing. A. N. Gvozdev, V. I. Beltyukov, N. X. Shvachkin, G. M. Lyamina proved that it is necessary to develop higher forms of phonemic hearing, in which children could divide words into their constituent sounds, establish the order of sounds in word, i.e., analyze the sound structure of the word.

D. B. Elkonin called these special actions to analyze the sound structure of words phonemic perception. In connection with literacy learning, these actions are formed through the process of special education, in which children are taught the means of sound analysis. The development of phonemic awareness and phonemic awareness is of great importance for mastering reading and writing skills.

Readiness for learning to read and write lies in a sufficient level of development of the child’s analytical-synthetic activity, i.e., the skills of analysis, comparison, synthesis and generalization of language material.

The concept of phonetic-phonemic speech underdevelopment

Phonetic-phonemic underdevelopment of speech is a disruption of the pronunciation formation processes in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

R. E. Levina, N. A. Nikashina, R. M. Boskis, G. A. Kasha assign a large role to the formation of phonemic perception, that is, the ability to perceive and distinguish speech sounds (phonemes).

According to T. A. Tkachenko, the development of phonemic perception has a positive effect on the formation of the entire phonetic aspect of speech and the syllabic structure of words.

There is no doubt that there is a connection in the formation of lexico-grammatical and phonemic concepts. With special correctional work on the development of phonemic hearing, children perceive and distinguish much better the endings of words, prefixes in words with the same root, common suffixes, prepositions, and words of complex syllabic structure.

Without sufficient development of phonemic perception, the formation of its highest level - sound analysis - is impossible. Sound analysis is the operation of mental separation into component elements (phonemes) of different sound complexes: combinations of sounds, syllables and words.

R. E. Levina wrote that “the key formation, the key point in the correction of speech underdevelopment, is phonemic perception and sound analysis.”

In children with a combination of impaired pronunciation and perception of phonemes, the processes of formation of articulation and perception of sounds that differ in acoustic-articulatory characteristics are incomplete.

The level of development of children's phonemic hearing influences the mastery of sound analysis. The degree of underdevelopment of phonemic perception may vary. The following levels can be distinguished:

1. Primary level. Phonemic perception is primarily impaired. The prerequisites for mastering sound analysis and the level of sound analysis activities are not sufficiently formed.

2. Secondary level. Phonemic perception is impaired for the second time. Speech kinesthesia disorders are observed due to anatomical and motor defects of the speech organs. Normal auditory-pronunciation interaction is disrupted - the most important mechanism for the development of pronunciation.

Several conditions are identified in the phonetic-phonemic underdevelopment of children:

- difficulties in analyzing sounds that are disturbed in pronunciation;

- with formed articulation, inability to distinguish sounds belonging to different phonetic groups;

- inability to determine the presence and sequence of sounds in a word.

Features of speech of children with FFDD

The state of sound pronunciation of these children is characterized by the following features:

1. Absence of certain sounds and replacement of sounds in speech

.
Sounds that are complex in articulation are replaced by simple ones in articulation, for example: instead of [s], [w]-[f], instead of [r], [l]-[l'], []'], instead of voiced - voiceless; whistling and hissing (fricatives) are replaced by the sounds [t], [t'], [d], [d']. The absence of a sound or its replacement by another on an articulatory basis
creates conditions for mixing the corresponding phonemes. When mixing sounds that are articulatory or acoustically close, the child forms an articulome, but the process of phoneme formation itself does not end. Difficulties in distinguishing close sounds belonging to different phonetic groups lead to their confusion when reading and writing. The number of incorrectly pronounced or incorrectly used sounds in speech can reach a large number - up to 16-20. Most often, whistling and hissing sounds turn out to be unformed ([s]-[s'], [z]-[z'], [ts], [w], [zh], [h], [sch]); sounds [t'] and [d']; sounds [l], [r], [r']; voiced ones are replaced by paired deaf ones; pairs of soft and hard sounds are not sufficiently contrasted; missing consonant []']; vowel[s].

2. Replacing a group of sounds with diffuse articulation

.
Instead of two or several articulatory close sounds, an average, indistinct sound is pronounced, instead of [sh] and [s] - a soft sound [sh], instead of [h] and [t] - something like a softened [h].
The reasons for such replacements are insufficient development of phonemic hearing or its impairment. Such violations, where one phoneme is replaced by another, which leads to a distortion of the meaning of the word, are called phonemic

.

3. Unstable use of sounds in speech

.
some sounds according to instructions
, but they are absent in speech or are replaced by others.
Sometimes a child pronounces the same word differently in different contexts or when repeated. It happens that in a child the sounds of one phonetic group are replaced, the sounds of another are distorted. Such disorders are called phonetic-phonemic
.

4. Distorted pronunciation of one or more sounds

.
A child may distortly pronounce 2-4 sounds or speak without defects, but cannot distinguish a larger number of sounds from different groups by ear.
The relative well-being of sound pronunciation may mask a deep underdevelopment of phonemic processes. The cause of distorted pronunciation of sounds is usually insufficient development of articulatory motor skills or its impairment. These are phonetic violations that do not affect the meaning of the word.

Knowing the forms of sound pronunciation disorders helps determine the methodology for working with children. In case of phonetic disorders, much attention is paid to the development of the articulatory apparatus, fine and gross motor skills; in case of phonemic disorders, the development of phonemic hearing.

If there are a large number of defective sounds in children with FFND, the syllabic structure of the word and the pronunciation of words with consonant clusters are disrupted: instead of tablecloth

- they say “katil” or “roll”, instead of
bicycle
they say “sped”.

The state of phonemic awareness in children with FFDD

The nature of impaired sound pronunciation in children with FFDD indicates a low level of development of phonemic perception. They experience difficulty when they are asked, while listening carefully, to raise their hand at the moment of pronouncing a particular sound or syllable. The same difficulties arise when repeating syllables with paired sounds after a speech therapist, when independently selecting words that begin with a certain sound, when identifying the initial sound in a word, when selecting pictures for a given sound. The lack of formation of phonemic perception is expressed in:

- unclear differentiation by ear of phonemes in one’s own and someone else’s speech;

— unpreparedness for elementary forms of sound analysis and synthesis;

— difficulties in analyzing the sound composition of speech.

In addition to the listed features of pronunciation and phonemic perception, children with FFDD exhibit: general blurred speech; unclear diction, some delay in the formation of vocabulary and grammatical structure of speech (for example, errors in case endings, the use of prepositions, agreement of adjectives and numerals with nouns).

Development of phonemic hearing. Where to start?

Non-speech hearing

Distinguishing speech sounds - phonemic hearing - is the basis for understanding the meaning of what is said.

When speech sound discrimination is not formed, the child perceives (remembers, repeats, writes) not what he was told, but what he heard - some exactly, and some very approximately.

Lack of phonemic hearing manifests itself especially clearly in school when teaching writing and reading, which are subsequently responsible for the optimal course of any learning process in general.

Therefore, it is no coincidence that both specialists and parents devote a lot of time to working on the development of phonemic hearing. But this work is not always easy and successful. Sometimes parents conscientiously try to follow all the teacher’s recommendations, but do not get any tangible results.

Most likely, this means that the previous stage - the development of non-speech hearing - has not been worked out in sufficient detail.

Speech is dealt with by a structure of the nervous system that is relatively late in origin. Non-speech hearing - the perception of the sound of water, wind, household noises, sounds of music - is much more ancient in origin. As complex mental processes take shape, they rely on and depend on more elementary functions that underlie them and constitute, as it were, the “base” for their development. A child can learn to speak and think only by perceiving.

The formation of speech perception begins with the recognition of natural, everyday and musical noises, the voices of animals and people.

In this case, the discrimination of non-speech sounds must necessarily be accompanied by the development of a sense of rhythm. In order for the image of an object making a sound to be more complete and the child to be able to guess about it based on the situation, this object must be examined, if possible touched, picked up. On the other hand, it is also useful to perform exercises with your eyes closed, analyzing sounds only by ear, without relying on vision. Usually the work begins with the most elementary types of discrimination - “quiet-loud”, “fast-slow”, and musical fragments that are contrasting in rhythmic and emotional structure are selected. It’s good if children, while listening to music, begin to sing along, conduct, and dance. It is important to take these exercises seriously and devote as much time and attention to them as needed.

The proposed games do not require punctual execution; rather, they are a topic for free play improvisation.

1. Miracle sounds. Listen with your child to audio recordings of natural sounds - the sound of rain, the murmur of a stream, the surf of the sea, spring drops, the sound of a forest on a windy day, the singing of birds, the voices of animals. Discuss the sounds you hear - what sounds are similar, how the sounds are different, where they can be heard, which of them seem familiar. You need to start by listening and recognizing sounds that differ well from each other, then - similar in sound. Listen to these same sounds while walking - in winter - the creaking of snow under your feet, the clinking of icicles, the silence of a frosty morning. In spring - drops, the murmur of a stream, the chirping of birds, the sound of the wind. In autumn you can hear the rustling of leaves and the sound of rain. In the summer, grasshoppers chirp, beetles and bees buzz, and mosquitoes ring annoyingly. There is a constant background noise in the city: cars, trains, trams, people's voices. And also the smells. Don’t forget about them either - they are the pillars of your baby’s life.

2. Listen, try how it sounds. Explore the sound nature of any objects and materials at hand. Change the volume and tempo of the sound. You can knock, stomp, throw, pour, tear, clap.

3. Guess what it sounded like. Analyze household noises with your child - the creaking of a door, the sound of footsteps, a telephone ringing, a whistle, the ticking of a clock, the noise of pouring and boiling water, the clanking of a spoon on a glass, the rustling of pages, etc. The child should learn to recognize their sounds with open and closed eyes, gradually it is necessary to accustom him to retain in his memory the “voices” of all objects, increasing their number from 1-2 to 7-10.

4. Noisy boxes. You need to take two sets of small boxes - for yourself and the child, fill them with different materials, which, if you shake the box, make different sounds. You can pour sand, cereals, peas into the boxes, put buttons, paper clips, paper balls, buttons, etc. You take a box from your set, shake it, the child, closing his eyes, listens carefully to the sound. Then he takes his boxes and searches among them for one that sounds similar. The game continues until all pairs are found. This game has many options: an adult shakes several boxes one after another, the child remembers and repeats a given sequence of different sounds. Don't forget to switch roles and be sure to make mistakes sometimes.

5. What does it sound like? Make a magic wand with your child, tap the wand on any objects in the house. Let all the objects in your home sound. Listen to these sounds, let the child remember what it sounds like and find objects that sounded, at your request: “tell me, show me, check what sounded,” “what sounded first, and what then.” Give the wand to the child, let him “voice out” everything that comes to his hand, now it’s your turn to guess and make mistakes. Don't forget to take your magic wand with you on your walk.

A more difficult option is recognizing sounds without relying on vision.

The child answers the questions: “What object did I knock on? And now? What sounds similar? Where have we heard similar sounds?

6. Where they called - determine the direction of the sound. This game requires a bell or other sounding object. The child closes his eyes, you stand away from him and quietly call (rattle, rustle). The child should turn to the place from which the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where is it ringing? – left, front, top, right, bottom. A more complex and fun option is “blind man’s buff”. The child is the driver.

7. Choose a picture or toy. You knock (rustle, rattle, trumpet, ring, play the piano), and the child guesses what you did, what it sounded - and selects the corresponding picture or toy.

8. Create a melody. Enter into a dialogue with your child on instruments - alternate “statements”, listening carefully to each other. When your child plays something fairly structured, repeat his “cue.” Continue the game until the child has worked out his sudden discovery.

9. We practice rhythmic structures. You set the rhythm by tapping it with your hand, for example: 2 beats-pause-3 beats.

The child repeats it. First, the child sees your hands, then performs this exercise with his eyes closed.

Game options:

- the child repeats the rhythmic pattern with his right hand, left hand, two hands at the same time, alternately (claps or hits the table);

- the child reproduces the same rhythmic pattern with his feet;

— the child comes up with his own rhythmic patterns and controls their implementation.

Possible ways to complicate the task: lengthening and complicating the rhythm, playing sounds of different volumes within the rhythmic pattern. Rhythmic structures can be written: a weak beat is a short vertical line, a strong beat is a long vertical line.

10. Loud and quiet. Ask the child to pronounce a vowel sound, syllable or word loudly, then quietly, drawn out, then abruptly, in a high voice - low. Game option: come up with or remember some fairy-tale characters, agree on which of them speaks what, and then act out small dialogues, recognize your characters by their voices, change roles.

11. Tuning fork. Invite your child to pronounce any poetic text syllable by syllable and at the same time tap its rhythm according to the rules: syllables are tapped (each syllable is one beat), on each word, including prepositions, the hand or foot changes.

12. Know your voice. You need to record on a tape recorder the voices of friends, relatives, and definitely your voice and the voice of your child. Listen to the tape together; it is important that the child recognizes his own voice and the voices of loved ones. Perhaps the child does not immediately recognize his voice on the tape; you need to get used to its sound.

Games for developing phonemic awareness in preschoolers

ECHO

The game serves to exercise phonemic awareness and accuracy of auditory perception.

Before the game, the adult asks the children: “Have you ever heard an echo? When you travel in the mountains or through a forest, pass through an arch or are in a large empty hall, you may encounter an echo. That is, of course, you won’t be able to see it, but you can hear it. If you say: “Echo, hello!”, then it will answer you: “Echo, hello!”, because it always repeats exactly what you tell it. Now let’s play echo.”

Then they appoint a driver - “Echo”, who must repeat what he is told.

It’s better to start with simple words, then move on to difficult and long ones (for example, “ay”, “more quickly”, “windfall”). You can use foreign words in the game, not forgetting to explain their meaning (for example, “Na11o, monkey!” - “Hello, monkey!”), In addition, you can try to offer poetic and prosaic phrases for repetition (“I came to you with Hello, tell me that the sun has risen!”).

LIVING ABC

A game for developing sound discrimination.

Cards of pairs of letters: 3-ZH, CH-C, L-R, S-C, CH-S, Shch-S, S-3, Sh-Zh are laid out face up in front of the children on the table. Two cards with letters are also used. On command, children must select objects whose names include this letter and arrange them into piles. The one who picks up the most cards wins. The game continues until they are all taken apart.

ENCHANTED WORD

The game promotes the development of phonemic hearing and sound analysis of words.

The adult presenter tells the children a story about an evil wizard who enchants words, and therefore they cannot escape from the wizard's castle. Words do not know what sounds they are made of, and this must be explained to them. As soon as the sounds of a word are correctly named in the right order, the word is considered saved, free. The game is played as an ordinary role-playing game, with the adult, as the only literate one, always remaining the leader, the children playing the role of saviors, and one of the participants representing the evil wizard who is absent from the castle from time to time; it is then that the letters can be saved.

The adult names the word - the victim of imprisonment, and the saviors must clearly repeat the sounds that make up it. It is necessary to ensure that they are pronounced carefully, with all vowels pronounced. They start with simple three or four letter words, then complicate the “enchanted” words. For example, we “disenchant” the word “apple” - “I, b, l, o, k, o.”

CONFUSION

A game for developing sound discrimination.

It is necessary to draw the child's attention to how important it is not to confuse sounds with each other. To confirm this idea, you should ask him to read (or read to him himself, if he doesn’t know how yet) the following comic sentences.

The Russian beauty is famous for her goat.

A mouse is dragging a huge pile of bread into a hole.

The poet finished the line and put his daughter at the end.

Does the child need what the poet has confused? What words should be used instead of these?

WE WILL FIX YOUR DAMAGED PHONE

A game for developing phonemic awareness.

It is best to play with three people or an even larger group. The exercise is a modification of the well-known game “Broken Phone”. The first participant quietly and not very clearly pronounces a word in his neighbor’s ear. He repeats what he heard in the ear of the next participant. The game continues until everyone passes the word “on the phone.”

The last participant must say it out loud. Everyone is surprised because, as a rule, the word is noticeably different from those transmitted by the other participants. But the game doesn't end there. It is necessary to restore the first word, naming in turn all the differences that “accumulated” as a result of the phone breakdown. An adult should carefully monitor that differences and distortions are reproduced by the child correctly.

Games for developing auditory attention

Guess what it sounds like

You need to show your baby what sounds various objects make (how paper rustles, how a tambourine rings, what sound a drum makes, what a rattle sounds like). Then you need to reproduce the sounds so that the child does not see the object itself. And the child must try to guess what object makes such a sound.

Sun or rain

The adult tells the child that they will now go for a walk. The weather is good and the sun is shining (while the adult is ringing a tambourine). Then the adult says that it is raining (at the same time he hits the tambourine and asks the child to run up to him - to hide from the rain). The adult explains to the child that he must listen carefully to the tambourine and, in accordance with its sounds, “walk” or “hide.”

Conversation in a whisper

The point is that the child, being at a distance of 2 - 3 meters from you, hears and understands what you say in a whisper (for example, you can ask the baby to bring a toy). It is important to ensure that the words are pronounced clearly.

Let's see who's talking

Prepare images of animals for the lesson and show your child which of them “speaks the same way.” Then portray the “voice” of one of the animals without pointing to the picture. Let the child guess which animal “talks” like that.

We hear the ringing and know where it is

Ask your child to close his eyes and ring the bell. The child should turn to face the place from which the sound is heard and, without opening his eyes, show the direction with his hand.

Development of phonemic hearing

Give me a word

Read to your child a poem that is well known to him (for example: “It’s time to sleep, the little bull fell asleep...”, “They dropped the bear on the floor...”, “Our Tanya is crying loudly...”). At the same time, do not say the last words in the lines. Invite your child to say the missing words himself.

Little teacher

Tell your child that his favorite toy wants to learn how to speak correctly. Ask your child to “explain” to the toy the name of this or that object. At the same time, make sure that the baby pronounces the words correctly and clearly.

Games with sound symbols

It is necessary to depict sound symbols on cardboard cards measuring approximately 10 x 10 cm. The symbols are drawn in red, since the child is first introduced to vowel sounds (the sound “a” is a large hollow circle; the sound “u” is a small hollow circle; the sound “o” " - a hollow oval; the sound "and" - a narrow red rectangle).

It is recommended to study sounds in the following sequence: “a”, “u”, “o”, “i”. Do not move on to learning the next sound until the previous one has been mastered.

Progress of the lesson:

show the child the symbol and name the sound, clearly articulating: the child should see your lips well;

relate the symbol to the actions of people or animals (the girl cries “ah-ah-ah”, the locomotive hums “oo-oo-oo”, the girl groans “oo-oo-oh”, the horse screams “ee-ee-ee”)

pronounce the sound with your child in front of the mirror and draw the child’s attention to the movement of the lips (when we pronounce the sound “a” - the mouth is wide open; when we pronounce “o” - the lips look like an oval; when pronouncing “u” - the lips are folded in a tube; when pronouncing “and” - lips stretched into a smile)

After the child has mastered these sounds, you can move on to the tasks:

- catch the sound

The adult pronounces vowel sounds, and the child must clap his hands when he hears the given sound.

Attentive baby

The adult names the sound, and the child must show the corresponding symbol.

Conductor

Draw the given letter in the air with your child’s hand. Then have your child try it on their own.

Architect

Form the given letter using sticks or matches. Then have your child try to do it on their own. Help him if necessary.

Choir member

We sing the given sound with different intonations.

Broken TV

You need to make a TV screen with a cut out window out of a cardboard box. Explain to the child that the sound on the TV has broken and therefore it is impossible to hear what the announcer is saying (the adult silently articulates vowel sounds in the TV window). The child must guess what sound is being pronounced. Then you can switch roles.

Sound songs

Invite your child to compose sound songs like “a-u” (children scream in the forest), “u-a” (a child cries), “ee-a” (a donkey screams), “o-o” (we are surprised). First, the child determines the first sound in the song, singing it drawn out, then the second. Then the child, with the help of an adult, lays out this song from sound symbols and reads the compiled diagram.

Who is first

Show your child a picture of an object that begins with the vowel “a,” “u,” “o,” or “i.” The child must clearly name what is drawn in the picture, emphasizing the first sound in his voice (for example, “oo-oo-oo-duck”). The child must then choose the appropriate symbol.