Examination of the syllabic structure of words
Types of words (according to A.K. Markova)
1st grade - two-syllable words from two open syllables: skis - vase - beads - saw - frame - goat - 2nd grade - three-syllable words from open syllables: dog - birch - cow - crow - chicken - boots - 3rd grade - one-syllable words cheese - bow - poppy - cat - ball - cancer - 4th grade - two-syllable words with one closed syllable: rooster - pencil case - lemon - puppy - hut - fence - 5th grade - two-syllable words with a cluster of consonants in the middle of the word: doll - shoes - cone - cup - boat - barrel - 6th grade - two-syllable words with a closed syllable and a combination of consonants: watermelon - teapot - hoop - tray - album - bear - 7th grade - three-syllable words with a closed syllable: drum - bun - airplane - tomato - telephone - well - 8th grade - three-syllable words with a cluster of consonants: apple - candy - chess - shirt - sausage - bottle - 9th grade - three-syllable words with a cluster of consonants and a closed syllable: pencil - grapes - chicken - bus - grasshopper - shoemaker - 10th grade - three-syllables words with two clusters of consonants: matryoshka - dummy - hut - carrot - toy - comb - 11th grade - one-syllable words with a cluster of consonants at the beginning or end of the word: flag -elephant -bread -tiger -mushroom -leaf - 12th grade - two-syllable words with two clusters of consonants: star - matches - nests - saucer - beets - tractor - 13th grade - four-syllable words from open syllables: corn - button - turtle - Pinocchio - lizard - mitten - In addition to words included in 13 classes, pronunciation of more complex ones is assessed words: “cinema”, “policeman”, “teacher”, “thermometer”, “scuba diver”, “traveler”, etc. Data from a study of the syllable structure of children with erased dysarthria showed that words of classes 1-4 of syllable structure are most accessible to them. Normally, this type of word syllabic structure is formed by the age of three. Isolated pronunciation of words of 5-8 classes of syllabic structure requires increased self-control and some chanting, i.e. syllable-by-syllable pronunciation. The inclusion of these words in a phrase worsens the indicators of sound-syllable structure. Erroneous reproduction of words in grades 9-13 is observed both in isolated naming from pictures and in reflected repetition from a speech therapist. Their inclusion in a phrase reveals a variety of violations: omissions, rearrangements, etc. Many children refuse the task and say: “I can’t,” i.e. assess their capabilities in advance. Many children with erased dysarthria either refuse to name words of increased complexity (beyond grade 13), repeat after the speech therapist, or distort the sound-syllable structure so much that the word becomes completely distorted. The speech therapist visually notes difficulties in articulatory motor skills: kinesthetic dyspraxia, when the child selects the desired articulation, or kinetic dyspraxia, when he cannot switch to the next articulation. In addition, synkinesis, slow and tense movements of the organs of articulation are noted. Most children with erased dysarthria cannot pronounce words of a complex syllabic structure in a sentence, although the meaning of these words is clarified and some work is carried out on semantization, not only because of difficulties in speech movements, but in some cases also due to a decrease in auditory memory for a sequential linear series . Thus, almost all the children failed the task of repeating the sentence: “Cutlets are being fried in a frying pan.” — Spring streams gurgle merrily. — The teacher teaches the students. Interesting observations can be considered in children with erased dysarthria, along with difficulties in reproducing words of a complex syllable structure and a violation of general rhythmic abilities. Children cannot repeat a simple rhythmic pattern: clap their hands 1, 2, 3 times, perform a series of claps “1, 2” pause “1, 2”, etc. They cannot clap a similar rhythmic pattern with different strength, i.e. make an emphasis according to the model demonstrated by the speech therapist (knock hard 1 time, quietly 2 times). The disorders identified in the study of the rhythmic abilities of children with erased dysarthria correlate with their motor impairment in the general, fine, manual and articulatory spheres. A feature of some children with erased dysarthria is the correct reproduction of the contour of words of the first four classes (according to Markova), but expressed by a violation of sound completion. Correctly repeating three complex words after a speech therapist, children often distort them in spontaneous speech, reducing the number of syllables. When correctly reproducing the contour of these words, multiple errors are noted in conveying the sound content of the words; rearrangements and replacement of sounds, syllables, assimilation of syllables, abbreviation when consonants coincide in a word. The largest number of listed errors occurs in pronunciation of words of grades 10-13 and increased syllabic complexity. Low-frequency words are often reduced. There is a limited ability to perceive and reproduce the syllabic structure of a word. Children often distort the syllable structure of rarely used but familiar words, even those consisting of correctly pronounced sounds. The results of the study indicate that the process of formation of the syllabic structure of a word in preschoolers with erased dysarthria differs significantly from the age norm. Analysis of the research results allows us to determine the low level of formation of leading components that are significant for the formation of the syllabic structure of a word: the level of mastery of sound pronunciation, indicators of the formation of phonemic processes, the state of articulatory motor skills. A high degree of interdependence is determined between the state of articulatory motor skills and sound pronunciation, the formation of the syllabic structure of the word and phonemic hearing. Studying violations of sound pronunciation depending on types and syllables, O.Yu. Fedosova found that the sound disturbance was unstable. Thus, the pronunciation of sibilants deteriorates significantly in closed syllables and when consonants are combined, and sibilants - only when consonants are combined. Sonorants are sharply distorted in syllables with a cluster of consonants. This feature should be taken into account when planning correction work in the sound automation section. The greatest attention should be paid when automating sibilants, fixing them in closed syllables and in confluence. When correcting sonorous sounds, the greatest attention should be paid to practicing sounds in syllabic exercises with consonant clusters. When automating hissing sounds, the pronunciation of the delivered sound in open, closed, intervocalic position is trained to varying degrees and a little more attention is paid to syllables with a combination of consonants. The complication of the syllabic structure entails a deterioration in sound pronunciation. This applies to all phonetic groups. ^
Examination of the syllabic structure of words in children with erased dysarthria
A series of tasks is aimed at identifying the nature of violations of the syllabic structure of words in children with erased dysarthria. To examine the syllabic structure and sound content of words, words with certain sounds and with different numbers of syllables are selected. The types of syllables vary: open [SG], closed [GS], with a confluence of [SSG], [GSS], [SSSG] at the beginning, middle and end of the word. The possibility of pronouncing words of different syllabic structures is investigated: monosyllabic, disyllabic, with a confluence, etc., words of 13 classes according to Markova are sequentially examined. The possibility of reproducing the rhythmic pattern of words, the perception and reproduction of rhythmic structures (isolated beats, a series of simple beats, a series of accented beats) are also explored. Children are asked to name object pictures, repeat the words as reflected by the speech therapist, and answer questions. In addition, they suggest repeating series of syllables consisting of: - different vowels and consonants, for example, “ka - tu - bo”; - from different consonants, but the same vowels, for example, “ka - ga - yes”; - from different vowels, but the same consonants, for example, “ta - that - that”; - from the same vowels and consonants, but with different stress (accented) pa - pa - pa, yes - yes - yes, pa - pa - pa. The study included reflected repetition of sentences with words of complex syllabic structure. Purpose of the study: 1. To identify those frequency classes of words whose syllabic structure is preserved in the child’s speech. 2. Identify those classes of syllabic structure of words that are grossly violated in the child’s speech. 3. Determine the type of violation of the syllabic structure of the word. Types of violation of the syllabic structure of a word - see paragraph 5.2. By the nature of the violation of the syllable structure, the level of OHP can be determined. 1. Study of the formation of the syllabic structure of words of grades 1-3 (according to Markova)
1) Instructions: “Repeat the words after the speech therapist.” Grade 1 - two-syllable words from open syllables: water fly teeth Grade 2 - three-syllable words from open syllables: dog berries milk Grade 3 - one-syllable words: ball house nose 2) Instructions: “Name the pictures.”
1st grade: 2nd grade: 3rd grade: skiing car cat soap shovel forest saw cow knife
Evaluation criteria: 4 points - clearly reproduces the syllabic structure of all words. 3 points - reproduces the syllable structure correctly, but tensely, slowly. 2 points - pronounces slowly, syllable by syllable, distorts some words. 1 point - most words are distorted, the sound content of the words is distorted. 0 points - distortion of the syllabic structure of words both during repetition and during independent reproduction from a picture.
2. Study of the formation of the syllabic structure of words of grades 4-6 (according to Markova)
1) Instructions: “Repeat the words after the speech therapist.”
Grade 4 - two-syllable words with a closed syllable: broom iron spider Grade 5 - two-syllable words with a cluster in the middle of the word: jar skirt letter Grade 6 - two-syllable words with a closed syllable and a cluster of consonants: teapot tray compote 2) Instructions: “Name the pictures.” 4th grade: 5th grade: 6th grade: lemon mouse apron ax cat album pencil case fork notebook Evaluation criteria: 4 points - correctly repeats words and names pictures. 3 points - reproduces the syllable structure correctly, but tensely, slowly. 2 points - says in a chant, on the second try. 1 point - most words are reproduced, distorting the syllable structure. 0 points - refuses to repeat some words and name pictures, the rest are distorted in structure and sound content. 3. Study of the formation of the syllabic structure of words in grades 7-9 (according to Markova)
1) Instructions: “Repeat the words after the speech therapist.” 7th grade - three-syllable words with a closed syllable: bun tomato pineapple 8th grade - three-syllable words with a cluster of consonants: apple chess pineapple 9th grade - three-syllable words with a cluster of consonants and a closed syllable: bus grasshopper octopus 2) Instructions: “Name the pictures.”
7th grade: 8th grade: 9th grade: telephone candy monument cucumber shirt chicken airplane cutlets pencil
Evaluation criteria: 4 points - correctly repeats words and names pictures. 3 points - reproduces the syllable structure correctly, but with hesitation. 2 points - the syllable structure is reproduced at a slow pace. 1 point - the syllabic structure of most words is distorted. 0 points - refuses to repeat some words and name certain pictures. The reproduced syllable structure of other words is distorted. 4. Study of the formation of the syllabic structure of words in grades 10-13 (according to Markova)
1) Instructions: “Repeat the words after the speech therapist.” Grade 10 - three-syllable words with two consonant clusters: matryoshka hut toy Grade 11 - one-syllable words with a consonant cluster at the beginning or end: words: flag bread wolf Grade 12 - two-syllable words with two consonant clusters: star barbell nest Grade 13 - four-syllable words from open syllables: piano blackberry corn 2) Instructions: “Name the pictures.
Grade 10: Grade 11: Grade 12: Grade 13: brush table cage turtle light bulb chair paint caterpillar basket key button pyramid
Evaluation criteria: 4 points - the syllable structure of all words in grades 10-13 is reproduced correctly. 3 points - the syllable structure is reproduced, but the sound content is disrupted. 2 points - words are reproduced at a slow pace, chanted, syllable by syllable, worse in pictures than reflected. 1 point - the syllable structure is distorted for all classes of words and sound filling is disrupted. 0 points - refusal to complete the task. 5. Study of the formation of the syllabic structure of words with a complex syllabic structure
1) Instructions: “Repeat the words after the speech therapist.”
Note 1. An understanding of the meaning of words is first clarified. If necessary, the meaning of the word is clarified using different methods of segmentation (showing a picture, explaining through context, etc.). If the word is not in the passive dictionary, then this word is removed from the lexical material of the survey. Note 2. Words that are semantically complex are underlined. birdhouse yogurt medicine trolleybus TV transport construction hairdresser 2) Instructions: “Name the pictures.” tankman frying pan astronaut scuba diver thermometer cinema policeman aquarium Evaluation criteria: 4 points - the syllable structure of all words is reproduced correctly. 3 points - slow, chanted, syllable-by-syllable reproduction of the word is disrupted. 2 points - distorts the syllable structure when naming pictures. 1 point - the syllable structure of more than half of all words is distorted. 0 points - grossly distorts the syllabic structure of a word, both reflected and when independently named from a picture. Refusal to complete a task. 6. Research on the possibility of repeating a number of syllables 1) Instructions: “Repeat after the speech therapist.” Note: they offer syllables consisting of different vowels and consonants. PA - TU - KO TA - PU - BO DA - TU - PO 2) Instructions: “Repeat after the speech therapist.” Note: they offer syllables consisting of different consonants, but the same vowel sounds. KA - GA - DA PO - KO - KO BU - PU - GU 3) Instructions: “Repeat after the speech therapist.” Note: they offer syllables consisting of different vowels, but the same consonant sounds. PA - PO - PU BO - BU - BA KU - KA - KO 4) Instructions: “Repeat after the speech therapist.” Note: they offer the same syllables, but pronounced with different voice strength (i.e. under stress). TA - TA - TA TA - TA - TA TA - TA - TA Evaluation criteria: 4 points - correctly repeats all rows of syllables in all four tests. 3 points - difficulty only in the fourth test on accented syllables. 2 points - difficulties in tests 1, 2, 4. 1 point - fails to cope with tests consisting of three syllables, but performs tests 1, 2, 3 of two syllables. 0 points – fails to cope with all tests. Refusal to complete a task. Note: difficulties in reproducing a series of three syllables may be associated with deficiencies in auditory memory for a linear series. In this case, it is proposed to reduce the syllable rows to two syllables per row. 7. Study of the possibility of reproducing rhythmic structures
1) Instructions: “Listen to how I knock, and now repeat the blows after me” (! - hit - pause).
Note: the rhythmic pattern can be slammed with your hand on the table, with a hammer on a metallophone, on a drum, with a stick, with a rattle, clapping your hands, hitting a tambourine, etc. ! - ! !! - !! ! - !! !! - ! ! - ! - !! !! - !! - ! 2) Instructions: “Clap your hands as many times as there are dots on the card.” Note: cards with different numbers of dots are presented in advance. 3) Instructions: “Repeat the blows after me as accurately as possible.” Clapping a rhythmic pattern with different strengths: ! - quiet, ! - loud. Note: it is better to conduct research on the reproduction of rhythmic accented structures using a tambourine, metallophone, or drum. ! - !
!
- !
- !
!
- !
-! !
- !
!
- !
- !
- !
Evaluation criteria: 4 points - accurate reproduction of rhythmic structures after the first presentation. 3 points - correct reproduction after the second presentation. 2 points - errors appear after the second presentation. 1 point - erroneous reproduction after the third presentation; 0 points - refusal to perform, complete inability to reproduce samples. 8. Research on the possibility of reproducing the rhythmic pattern of a word with beats
1) Instructions: “Let’s say the word together in parts (by syllables) and clap each part (syllable). Tell me, how many parts (syllables)?”
words of 1st grade
words of 2nd grade
Masha summer milk rocket Mice soap machine newspaper Flour paw shovel kittens
Evaluation criteria: 4 points - conjugately reproduces the rhythmic structure of words and correctly counts the number of parts of a word (syllables). 3 points - the conjugate does not reproduce the rhythmic structure of words of class 2, but the number of parts (syllables) is counted correctly, focusing on the exaggerated clapping of the speech therapist. 2 points - conjugately reproduces the rhythmic structure of words of class 1, but does not count the number of parts (syllables) of words. 1 point - claps without taking into account the rhythmic structure of words. The number of beats does not correspond to the number of syllables. The number of syllables is not determined. 0 points - not included in related activities. Refusal to perform. 2) Instructions: “Name the picture, and then clap the word in parts (syllables).”
words of 1st grade
words of 2nd grade
skis - bananas - watches - dog - moon - cow - goat - fox - vase - birch - fish - cubes - beads - rainbow - fly - boots -
Evaluation criteria: 4 points - reproduces the rhythmic structure of words correctly. 3 points - reproduces the rhythmic structure of words out of sync with pronunciation. 2 points - reproduces the rhythmic structure of only 1st grade words. 1 point - the number of beats does not correspond to the number of syllables. 0 points - does not reproduce the rhythmic pattern of the word after repeated attempts. 9. Research on the possibility of pronouncing sentences with words of complex syllabic structure
Instructions: “Repeat the sentences after the speech therapist.”
Words that are complex in semantics are explained and clarified. If words are not in the child’s passive vocabulary, then sentences containing these words are excluded from the examination material. Words that are semantically complex are underlined in the text. # The guide conducts the excursion. # A plumber is fixing a water pipe. # The traffic controller regulates the movement of traffic. # Multi-colored fish swim in the aquarium. # Builders are working on the construction of a high-rise building. # Hair is cut at the hairdresser. # Spring streams gurgle merrily. # Cutlets are fried in a frying pan. Evaluation criteria: 4 points - the syllable structure of words in the sentence is reproduced correctly. 3 points - slow, chanted, syllable-by-syllable reproduction of the syllabic structure of words. 2 points - distorts the syllable structure in 2-3 sentences after being repeated twice. 1 point - distorts the syllable structure in 4-5 sentences after two or three repetitions. 0 points - in all answers he makes gross distortions of the syllabic structure of words. Refusal to answer. 10. Study of the syllabic structure of words when answering questions
Instructions: “Listen and answer the questions.”
Words that are complex in semantics are clarified and explained. What do you fry in a frying pan? (cutlets) Who fixes the plumbing? (plumber) Who is giving the tour? (tour guide) Who regulates traffic? (controller) Who cuts the hair? (hairdresser) What is the name of the water house for fish? (aquarium) Who teaches the students? (teacher) Evaluation criteria 1: 4 points - correct reproduction of the syllabic structure of words. 3 points - slow, scanned reproduction of the syllabic structure of words. 2 points - distorts the syllable structure in 2-3 answers. 1 point - distorts the syllable structure in 4-5 answers. Makes mistakes even after repeating two or three times. 0 points - in all answers he makes gross distortions of the syllabic structure of words, or does not answer. Refuses to answer: “I can’t say that.” As a result of studying the syllable structure of a child with erased dysarthria, it is possible to create a profile of the development of the child’s syllable structure. Profile of the development of the syllabic structure of words of a child with erased dysarthria
Graph No. 5 Examination parameters: 1) syllabic structure of words in grades 1-3;2 2) syllabic structure of words in grades 4-6;
3) syllabic structure of words in grades 7-9; 4) syllabic structure of words in grades 10-13; 5) syllabic structure of words of increased syllabic complexity; 6) repetition of different types of syllable series; 7) reproduction of rhythmic structures; reproduction of the rhythmic pattern of words; 9) reproduction of sentences with words of complex syllabic structure; 10) reproduction of the syllabic structure of words when answering questions. Graph No. 4 shows that the child has difficulties in tests 4, 5, 6, 9, complete failure was determined in tests 7, 8. This indicates serious difficulties in the motor sphere, poor switchability of movements. In addition to stating the presence of violations of the syllable structure, the qualitative side is analyzed. It is noted which classes of words are most distorted and which are relatively formed. Further, it is noted under what conditions the sound filling capacity noticeably deteriorates. As a result, the type of breakdowns in the syllable structure is determined. If a syllable is omitted (“siped” - bicycle) or a vowel sound is reduced (“platentse” - towel), then this is elision (truncation). If it repeats syllables (“grandmother”), then this is perseveration. If a syllable is likened to another (“pepenie” - cookie), then this is anticipation. If it adds a syllabic vowel at the place where the consonants meet (“tyrava” - grass), then this is an iteration. If the syllables in a word change places (“rakatan” - cockroach), then this is a reversal of syllables. If syllables of two words are glued together (“trashet” - a tractor plows), then this is contamination. Such an analysis of the survey results will help determine priority areas of correctional work on the formation of the syllabic structure of words in children with erased dysarthria. So, in our example (graph No. 4) we can see the weakest link associated with the rhythmicity of movements and their switchability. This data will help you choose the optimal set of corrective measures.
conclusions
1. When mastering the syllabic structure, the child learns to reproduce the syllables of a word in order of their comparative strength; At first, only the stressed syllable is transmitted from the entire word, then the first pre-stressed syllable appears and, finally, weak unstressed syllables. The omission of weak unstressed syllables prevents the assimilation of the sounds included in them, and therefore the fate of different sounds and sound combinations is connected with the assimilation of the syllabic structure. The comparative strength of the syllables of A.N. Gvozdev calls “the main reason influencing the preservation of some syllables in a word and the omission of others.” 2. Gvozdev believes that in a child’s transmission of the sound composition of a word, one should first of all consider his assimilation of the syllabic structure of the word, because The fate of different sounds and combinations of sounds is connected with this. As you know, words consist of several syllables, having as their center a stressed syllable, characterized by the greatest strength and clarity of pronunciation, and unstressed syllables with less force adjoin it. It is characteristic of the syllabic structure of Russian words that the strength of unstressed syllables is not the same: among them, the first pre-stressed syllable is the strongest. These features of the syllabic structure of a word very clearly affect the child’s reproduction of words. 3. The child does not immediately master the ability to reproduce all the syllables of a word: over a certain period, omission (elimination) of syllables is observed. The main reason influencing the retention of some syllables in a word and the omission of others is their comparative strength. Therefore, the stressed syllable is usually preserved. This is especially clearly reflected in the way the child reduces two- and three-syllable words to one syllable. 4. A.K. Markova defines the syllabic structure of a word as an alternation of stressed and unstressed syllables of varying degrees of complexity, and proposes four parameters of the syllable structure: stress, number of syllables, linear sequence of syllables and the model of the syllable itself. 5. The process of mastering the syllabic composition of a word is closely related to speech development in general, in particular, to the state of the child’s phonemic and motor abilities. 6. Insufficient phonemic hearing in children with erased dysarthria inhibits the maturation of phonetic hearing, which is designed to monitor the sequence of syllable series in the child’s speech. 7. E.N. Vinarskaya notes that children develop their syllable structure differently, even normally. Some children learn the rhythmic structure of words earlier, while others develop root words first. 8. Markova identifies thirteen classes of words with different syllabic structures. 9. Children with predominant kinesthetic sensitivity acquire the rhythmic structure of a word earlier; In children with leading auditory sensitivity, syllable contrasts are formed earlier. 10. The nature of the syllabic structure of a word affects the sound content of the word and the features of sound pronunciation. The more complex the syllabic structures of words, the more numerous and significant the types of distortion of sounds. 11. Violations of the speech structure of words in children with erased dysarthria correlate with general motor and general rhythmic disorders. 12. In children with erased dysarthria, a high degree of interdependence was determined between the state of articulatory motor skills, sound pronunciation, the formation of the syllable structure and phonemic hearing.
Violations of syllabic structure modify the syllabic composition of a word in different ways. Distortions consisting of a pronounced violation of the syllabic composition of the word are clearly distinguished. Words can be deformed due to:
1. Violations of the number of syllables:
a) Elysia –
reduction (skipping) of syllables): “skein” (hammer).
The child does not fully reproduce the number of syllables of a word. When reducing the number of syllables, syllables may be omitted at the beginning of the word (“na” - moon), in the middle (“gunitsa” - caterpillar), the word may not be said to the end (“kapu” - cabbage).
Depending on the degree of speech underdevelopment, some children shorten even a two-syllable word to a monosyllabic one (“ka” - porridge, “pi” - wrote), others find it difficult only at the level of four-syllable structures, replacing them with three-syllable ones (“puvitsa” - button):
- deletion of the syllabic vowel.
The syllabic structure can be shortened due to the loss of only syllabic-forming vowels, while the other element of the word - the consonant - is preserved (“prosonic” - pig; “sugar bowl” - sugar bowl). This type of syllable structure disorder is less common.
b) Iterations:
- increasing the number of syllables by adding a syllabic vowel in the place where there is a confluence of consonants (“tarawa” - grass). This lengthening of the structure of the word is due to its peculiar dismembered pronunciation, which represents a kind of “unfolding” of the word and especially consonant clusters into component sounds (“dirigible” - airship).
2. Violation of the sequence of syllables in a word:
- rearrangement of syllables in a word (“devore” - tree);
- rearrangement of sounds of adjacent syllables (“gebemot” - hippopotamus). These distortions occupy a special place, with them the number of syllables is not violated, while the syllable composition undergoes gross violations.
3. Distortion of the structure of an individual syllable:
- reduction of a consonant cluster, turning a closed syllable into an open one (“kaputa” - cabbage); a syllable with a consonant cluster - into a syllable without a consonant cluster (“tul” - chair).
This defect is identified by T.B. Filichev and G.V. Chirkin as the most common when pronouncing words of different syllable structures by children suffering from OHP.
- insertion of consonants into a syllable (“limont” - lemon).
4. Anticipations,
those. likening one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).
5. Perseverations
(from the Greek word “I persist”). This is an inert stuckness on one syllable in a word (“pananama” - panama; “vvvalabey” - sparrow).
Perseveration of the first syllable is most dangerous, because this type of syllable structure disorder can develop into stuttering.
Article:
Task 1. Pronouncing monosyllabic words without clusters of consonants.
Speech and picture material: house, smoke, poppy, cat, bull, whale. Task 2. Pronouncing two-syllable words without clusters of consonants. Speech and picture material:
a) words like SGSG - fly, fox, water, cotton wool, cats, notes;
b) words like SGSGS - rooster, banana, sofa, hamster, carriage, broom.
Task 3. Pronouncing monosyllabic words with clusters of consonants. Speech and picture material:
a) words with clusters of consonant sounds at the beginning of the word - gnome, bread, chair, pancake, grandson, maple;
b) words with clusters of consonant sounds at the end of the word - bow, tank, umbrella, bandage, screw, leaf.
Task 4. Pronouncing two-syllable words with clusters of consonants. Speech and picture material:
a) words with clusters of consonant sounds at the junction of syllables - duck, bank, bows, jacket, slippers, bear;
b) words with clusters of consonant sounds at the beginning of the word - signs, gnomes, elephants, cabinets, tables, stupa.
Task 5. Pronouncing three-syllable words without clusters of consonants. Speech and picture material:
a) words like SGSSGSG - Panama, cubes, foxes, dog, car, shovel;
b) words like SGSGSGSGS - kitten, tomato, bun, telephone, hippopotamus, drum.
Task 6. Pronouncing three-syllable words with clusters of consonants. Speech and picture material:
bus, orange, grapes, candy, pencil, machine gun;
gun, chicken, apple, alarm clock, strawberry, jump rope.
Task 7. Pronouncing polysyllabic words.
Speech and picture material:
a) words without combinations of consonants - Pinocchio, turtle, airplanes, corn, caterpillar, pasta; buttons, pyramid, carousels, drums, TV, bicycle;
b) words with clusters of consonant sounds - towel, traffic lights, frying pan, astronauts, teacher, teacher.
Complex B
Tasks for reflected (if necessary - slow) and conjugate pronunciation of words, including complex in structure and low-frequency ones. They are proposed with the aim of establishing the nature of distortions in this version of the use of words, ascertaining the influence of the standard of pronunciation of a lexical unit on the quality of pronunciation by children. The leading technique is repetition of words after the speech therapist (or together with the speech therapist) with visual support on subject or plot pictures. Instructions: “Look, listen, repeat,” “Repeat with me.”
Task 1 - Reflected (conjugate) pronunciation of monosyllabic words without clusters of consonants.
Speech and picture material: moss, fur, fluff, tank, Bim, Bom.
Task 2. Reflected (conjugate) pronunciation of two-syllable words without clusters of consonants.
Speech and picture material:
a) words like GHA and SGSG - willow, bots, children, coffee, whales, houses;
b) words like SGSGS - wreath, hammock, lawn, smoke, wild boar, salad.
Task 3. Reflected (conjugate) pronunciation of monosyllabic words with clusters of consonants.
Speech and picture material: two, courtyard, sheaf, elevator, bridge, bush.
Task 4. Reflected (conjugate) pronunciation of two-syllable words with clusters of consonants.
Speech and picture material:
a) words with clusters of consonant sounds at the junction of syllables - sheep, pumpkin, thread, bunny, bowl, turkey; cactus, fountain, jug, magnet, soldier, chestnut;
b) words with clusters of consonant sounds at the beginning and middle of the word - cranberry, fruit, star, nest, button, satellite;
c) words with several clusters of consonants - envelope, prospectus, penguin, Moscow (Kremlin), camel, actress.
Task 5. Reflected (conjugate) pronunciation of three-syllable words without clusters of consonants.
Speech and picture material:
a) words like SGSSGSG - road, crow, magpie, gate, Galina, raspberry;
b) words like SGSGSGSGS - sparrow, cockerel, nightingale, cornflower, ceiling, spikelet.
Task 6. Reflected (conjugate) pronunciation of three-syllable words with clusters of consonants.
Speech and picture material:
a) words with one set of consonants - room, dumbbells, pharmacy, octopus, hunter, monument;
b) words with two clusters of consonants - Dunno, apartment, carnation, food, football player, satellites.
Task 7. Reflected (conjugate) pronunciation of polysyllabic words.
Speech and picture material:
a) words without clusters of consonants - divers, suitcases, rhinoceroses, scooters, hippopotamuses, telephones; captains, cockroaches, lizard, shell, cobweb, piano;
b) words with clusters of consonant sounds - switch, refrigerator, Snow Maiden, chess players, tour guide, cyclist.
Complex B
Tasks to identify the features of multiple reflected reproduction of words. They are offered with the aim of clarifying the possibilities of maintaining the action program during the pronunciation process.
Task 1. Multiple repetition of a word based on the presented sample. Instructions: “Listen, repeat three or four times.”
Example speech material: banana, bread, bear, magnet, penguin, monument, sparrow, cockerel, orange, hammer, astronaut, lizard, teacher, etc.
Task 2. Repeating a word multiple times without relying on a standard.
Instructions: “Look, name, repeat several times.”
Approximate speech and picture material: lemon, hammock, gnome, screw, sheep, cactus, star, satellite, Panama hat, raspberry, airplane, spikelet, pharmacy, football player, Pinocchio, caterpillar, teacher, etc.
Note. Picture material from previous complexes is used.
Complex G
Tasks to identify features of the state of the syllabic composition of a word in a minimal context. They are offered to clarify the possibilities of using words of varying degrees of complexity as part of phrases and sentences.
Task 1. Completing phrases and sentences (substituting the desired word) based on the picture.
Instructions: “I will start speaking, and you will finish. A picture will help you."
Speech and picture material:
a) adding a word without changing its grammatical form: “Yellow ... (lemon); Katina... (Panama); sailing... (steamboat); prickly... (cactus); brave... (soldier); long-nosed... (Pinocchio)";
b) adding a word with a change in its grammatical form: “I draw... (caterpillar); we fed... (Bima); we will fly on ... (plane); I will put the letter in ... (envelope); I want to be... (astronaut); I dream of... (a bicycle)."
If necessary, the speech therapist uses a pointing gesture to the picture and/or a question (for example: “We will fly... on what?”).
Note. The picture material is given for the words taken in brackets.
Task 2. Reflected pronunciation of constructions including words of varying structural complexity.
Instructions: “Look, listen, repeat.”
Speech and picture material:
a) Bim at home; Bim is sleeping; Bim is resting; shaggy Bim; Bim sweeps; Bim is hunting;
b) Bim is driving a truck; Bim plays the piano; Bim feeds the chicken; Bim saw a penguin; Bim buys groceries; Bim works as a policeman.
Complex D
Tasks to identify the features of repeated reproduction of phrases and sentences. They are offered with the aim of finding out the possibilities of maintaining the program of action in the process of speaking.
Task 1. Repeated (3-4 times) reproduction of the design with constant presentation of the sample.
Instructions: “Listen, repeat”; “Listen again, repeat.” Etc.
Speech and picture material: a bunny jumps; tankers are driving; indoor flower; the gnome eats bread; Galina eats raspberries; the gardener waters the rose hips.
Task 2. Repeated (3-4 times) reproduction of the design without constant presentation of the sample.
Instructions: “Listen, repeat several times.”
Speech and picture material: a car is driving; colored paper; sweet bananas; signs at the intersection; satellites in space; There is a fox under the bush.
It is recommended to analyze the results of the first series of tasks taking into account the following criteria:
— the level of complexity of the syllabic structure of a word that can be pronounced;
— quantity and nature of distortions;
— the state of the rhythmic pattern of words during playback (chanting, presence of stress);
— tempo characteristics of word reproduction (speed, pausing);
— presence/absence of a certain type of distortion;
— strategy for analyzing the structure of a lexical unit;
- control of correctness when pronouncing a word.
