The prosodic aspect of speech and work on the formation of intelligibility of speech in children with general speech underdevelopment. Kindergarten teachers, school teachers and educators

"Prosodia" - translated from Greek...

Modern scholars interpret the meaning of this Greek word differently.

In philology, which studies the metrical side of speech, these are its indicators such as stressed, unstressed and syllables of different lengths of sound (long, short).
Linguistics calls the system of their pronunciation prosody.
Others designate this word for the doctrine of stress.

You may be interested in:Enslavement is an action against individual freedom

Sound speech can be characterized by several indicators - the strength and melody of pronunciation, speed - tempo, timbre.

For example, a military command sounds sharply different from the affectionate cooing of a mother over her baby.

So, the prosodic side of speech is its sound side, a complex combination of its components such as rhythm, strength, timbre, melody, tempo, logical stress, diction, voice flight. These elements ensure the transmission and understanding of emotions and allow us to distinguish the semantic nuances of speech.

Formation of intonation expressiveness

Intonation is an important component of the prosodic component of speech. You need to start working with an introduction to the concept of intonation: they explain to the child that with its help you can convey the mood of the characters, reading becomes more interesting. To make it easier for a child to grasp this concept and differentiate, use pictures depicting emotions.

Each intonation is practiced separately. They start working with the narrative, followed by the interrogative and exclamation. The child is explained when to use a certain intonation. The adult first reads the phrase himself, then pronounces it together with the child, who then pronounces it independently.

In addition to working with intonation, the speech therapist deals with setting logical stress and arranging pauses. To do this, you can use diagrams to make it easier to navigate. It would be good if an adult could show by example the importance of pausing and setting logical stress. Poems are suitable for practicing these components of prosody. Gradually, the exercises can be made more complex using simple, unrhymed text.

Components of speech expressiveness

You may be interested in: Types of territorial marketing. Subjects and objects of territorial marketing

In people with poorly developed prosody, the establishment of social contacts is impaired, and the choice of area of work is limited.

It is like a mosaic, made up of various components, the main one of which is intonation. In turn, this is also the sum of expressive linguistic means, the correct combination of which makes the prosodic side of speech an important way of communication:

melody - changing the height and strength of the pronunciation of vowel sounds, which, at the request of the speaker, allows you to express feelings with their smallest shades (tenderness, pride, disappointment, joy, etc.);

rhythm is the result of toning the voice in pitch and alternating stressed and unstressed syllables, as well as those differing in length;

tempo - determined by the number of sounds, syllables, words spoken, for example, per second;

logical, phrasal stress - an increase in tension or pitch of the voice, highlighting words and phrases with pauses to give the statement a special meaning;

timbre of speech - its individual sound coloring;

pauses - complete the expression of individual sentences, thoughts; psychological pauses - a way to influence the emotions of the interlocutor, the audience;

voice strength - changing the volume of pronunciation of individual words and phrases. Depends on the degree of tension of the vocal cords and the pressure of exhaled air;

diction is the result of the energetic work of the speech apparatus: good diction is clear, clean pronunciation.

You may be interested in: What is metrology? Metrology objectives, definition, goals and history

With the skillful use of these intonation means, the speaker’s thoughts are expressed more accurately, more diversely, as well as all the shades of his feelings and experiences.

Diagnostic features

To assess the development of prosody, the speech therapist pays special attention to the following components:

sound pronunciation;
syllable structure;
strength and duration of exhalation;
rate of speech;
intonation design.

Sound pronunciation affects the state of diction, so the specialist pays attention to the pronunciation of which group of sounds causes difficulty for the child. When checking the syllable structure, he looks at the clarity of pronunciation of all sounds in a word, especially with a combination of consonants.

To check the strength and duration of exhalation, the specialist suggests playing a wind instrument. He also gives the task of singing vowels. The speech therapist especially looks at the state of coherent speech. Does the person change their intonation or is their speech monotonous? Can he control the pitch and strength of his voice?

Of course, the speech therapist also checks other components of speech. Speech therapy diagnostics must be comprehensive so that a specialist can determine the etiology of the disorder and select appropriate corrective exercises.

Patterns of development

An interesting scientific fact: compared to the verbal, the sound side of speech begins to develop in children at a very early age and without difficulty. The first cry at birth already expresses the mental state of the new person. Moreover, in infants it is acoustically different and overtonally individual.

At 2-3 months, new intonations and voice modulations appear.

Humming and spontaneous hooting at 3-4 months are designed to attract the attention of others; the child gradually learns the intonations of adults.

At 4-6 months, babbling is formed, that is, babbling breaks up into localized syllables characteristic of native speech, which indicates the beginning of the formation of syllable formation. The child first repeats the same syllables many times, and then combines different ones, changing the volume and pitch of the voice. By the end of this period, intonation, rhythm, and sounds are intensively mastered, which by 8 months become similar to the phonemes of the language, and their combinations appear - the harbingers of the first words. They appear at approximately 12 months. In communication with adults, thanks to imitation, the child begins to consciously use such prosodic elements as melody, voice strength, and varies intonation.

Acceleration of the tempo and improvement of the rhythmic side of speech occur as the pronunciation of sounds and syllables and their combinations is practiced. The speech of a two-year-old child contains simple phrases and stress, but it is characterized by intermittency and repetition. He does not yet master speech breathing and does not know how to regulate the pace of pronunciation.

Melody and phrases become more complex in the 5th year of life, expressiveness improves, and the ability to distinguish sounds improves, which is necessary for recognizing similar words. Often makes mistakes in accents.

By the end of the 6th year, the child speaks quickly, but unclearly and quietly. He has insufficient mobility of his lips, tongue, and lower jaw; his breathing becomes interrupted during speech, which affects his sound pronunciation.

You may be interested in: Apothem of a regular triangular pyramid: formula and example of a problem

Gradually, with the accumulation of speech skills, the preschooler’s speech becomes more correct, more meaningful, and more expressive intonation.

Phonetic-phonemic underdevelopment of speech in preschool children

Phonetic-phonemic underdevelopment of speech occurs in preschool children in the presence of disturbances in the perception of sound. If a child has such underdevelopment, then his features will be the following:

burr, lisp;
unclear and inexpressive pronunciation;
impaired synthesis and analysis of phonemes;
phoneme fusion;
inability to pronounce some phonemes;
difficulty communicating with peers;
problems with writing and reading.

A child with such a disorder cannot clearly and correctly express his thoughts. He understands and knows words well, and can be much smarter than his age and peers.

Speech disorders occur due to congenital and acquired diseases

Speech sound disorders as a result of diseases

Speech disorders occur with congenital and acquired diseases:

damage to the speech area of the body during childbirth;
congenital defects in the structure of organs in the speech zone (teeth, palate, lips, jaw);
cerebral palsy;
mental illness;
heredity.

Important! To exclude a congenital disease in the baby, a thorough examination during childbirth is necessary.

Speech therapy exercises for children 4-5 years old for speech development at home

Role-playing dialogue “Once upon a time there was a chicken” based on the work of K. I. Chukovsky “Chicken”

Role-playing dialogues are aimed at correcting underdeveloped prosodic components and increasing the emotional background. Presenting Chukovsky's poem "Chicken" as a role-playing dialogue is a good way to develop broken elements of prosody. The characters in the work are animals, which, in addition to textual conversation, have their own onomatopoeia:

The chicken squeaks:

“Peep-pee-pee, pee-pee-pee Oh, what a huge world...”

The chicken clucks:

“Where, where, where, where, wow!” "Ko-ko-ko, ko-ko-ko, I'm going far away"

The rooster crows:

“Look how I can scream - ku-ka-re-ku!”

The frog croaks:

“Kva-kva-kva, kva-kva-kva, you’re a long way from a rooster.”

Formation conditions

The most important conditions for the correct development of the prosodic side of speech are, firstly, the normal functioning of the central nervous system, secondly, normal hearing, and thirdly, the correct pattern of adult pronunciation.

The absence or reduction of physical hearing often lies behind the causes of serious speech disorders in a child, including its expressiveness, since he does not have an auditory model to imitate speech actions.

Defects in phonemic hearing, thanks to which the child is able to distinguish sounds and syllables, are expressed in their incorrect perception and pronunciation, and misunderstanding of similar words. Therefore, when entering school, he has difficulty mastering reading and writing.

The formation of the prosodic side of speech is all the more successful, the more correct its samples the baby receives from adults from the first days of life. All her shortcomings - loud, inarticulate, poor intonation, too fast or too slow - will certainly be copied and in the future will become shortcomings of his own manner of speaking.

Features and stages of formation of the prosodic side of speech in ontogenesis

Yulia Vladimirovna Lykhenko, Student, Omsk State Pedagogical University, Omsk [email protected] Scientific supervisor – Svetlana Nikolaevna Vikzhanovich, candidate of pedagogical sciences, associate professor

Features and stages of formation of the prosodic side of speech

in ontogenesis

Abstract. The article highlights and reveals the stages of the formation of the prosodic side of speech from the birth of a child to primary school age. Based on the work of researchers, the author examines the features of the formation of prosody in ontogenesis. This material will be useful to specialists in the field of defectology, pedagogy and psychology. Key words: ontogenesis, prosodic side of speech, voice, intonation.

Interest in the problem of the formation of the prosodic side of speech is due to the fact that this side of speech is of great importance in a child’s life. It determines the emotional expression of spoken speech. The second reason is that recently there has been an increase in the number of children with various types of prosody disorders.

The initial stage of a child’s life is considered significant for the formation of speech and all its components, including its prosodic side, which is responsible for the expressiveness of speech, intelligibility, and the emotional design of statements in the process of communication. The child is guided by emotions in speech, so it is worth talking about the importance of prosody in the communication process. The development of prosody, according to N.A. Vlasova [3], Yu.A. Florenskaya [9], influences the aesthetic, physical, intellectual and moral education of the child. Prosody is also important for a child’s speech development, because in addition to semantic, communicative and emotional functions, it also has a compensatory function, says E.E. Artemova [1]. Many researchers have studied the formation of the prosodic side of speech in ontogenesis. Let's consider the issue in more detail. The development of prosody occurs from birth, starting with an infant cry. A cry is the very first reaction of a child, colored by intonation. Speech presupposes the presence of a voice, therefore, depending on the state of the child, the cry acquires an overtonal coloring, the tone of his cry may be different, depending on his condition. In a healthy child in a calm state, the cry is usually average in strength and volume, not tense . At this moment, he is training the organs of the vocal apparatus. The cries of infants vary in their acoustic properties: each child’s cry is individual in color, that is, no two infant cries are exactly the same. They cannot be reproduced or remembered, or clearly classified according to any phonetic criteria [2]. The cry is the first communicative interaction with an adult; with its help, a child can communicate and express his emotional state. By the characteristic features of the cry, a mother can find out the condition of her child; this usually happens starting from the 3rd month of his life. In the subsequent months of life, the cry becomes more diverse in intonation, therefore, the child begins to form a communicative function. The next stage in the process of speech development in the child appears a drawn-out humming, melodious pronunciation of individual sounds or syllables [4]. According to A.N. Gvozdev, it appears at 2–3 months [4]. From this time on, the child can express a state of joy and pleasure, colored by intonation. Seeing the emotional state of an adult when communicating with him, the baby unconsciously reads and copies facial expressions and imitates the intonation of the adult’s voice. These processes are respectively called echopraxia and echolalia. Typically, the blossoming of the humming process occurs at 4-6 months of life, because it is at this moment that the child masters the specific vocalization of his native language. The next level of speech development in ontogenesis is babbling, which begins to appear at the age of 56 months. It is a repetition of individual syllables. During this period, babbling becomes rhythmically shaped, intonations begin to appear, and the rhythmic foundation of speech is laid, which is copied in an adult. The child begins to respond to intonation, and soon to the rhythm of the speech he hears. Perceiving speech in his native language by ear, the child begins to reproduce the rhythmic features of his native language in communication, without going beyond the scope of echolalia. This period usually lasts up to 9 months. By the second year of life, the child begins to understand facial expressions, gestures, voice intonation, movements and actions of an adult. Communication is built on the basis of an understanding of these characteristics of speech. The initial stage of mastering the native language takes place in the period from 9 months to 1.5 years [4]. During this period, auditory perception and perception of the rhythm of speech develop. Gestures, facial expressions, and intonation play a significant role; it is also during this period that the intonation of the request begins to form. Semantic meaning begins to appear in these components of speech. The child covers intonation, rhythm and sound pattern, because they are simpler elements of a word. At 11-12 months, the child pronounces his first words and learns prosodemes (stress, melody, voice intensity). As he communicates with an adult, the child consciously begins to use means of expressive speech, in particular intonation. This period is characterized by the fact that the child can hardly change the pitch and volume of his own voice. At the same time, the characteristic features of a child’s voice differ from those of an adult. The vocal folds are shorter and vibrate with less amplitude, so a child's voice is quieter and higher-pitched than that of an adult. The timbre of the voice is quiet because The resonator system in children is less developed. These voice parameters depend on the functioning of the endocrine glands [8]. The formation of the voice is also influenced by the state of the respiratory system; it provides, in particular, the strength of the voice. Children of this age have a slow speech rate because they have difficulty pronouncing words and sound combinations. As the child grows older, the pace accelerates, especially when the child is emotionally excited, and he masters fluent speech. Gradually, the child begins to master the rhythmic structure of the word. There is no data on the rhythmic structure of the first speech utterances in the scientific literature, however, data from the parental diaries of children allowed the scientist N.Kh. Shvachkin to conclude that the first rhythmic utterances have a trochaic structure [10]. This assumption is based on the fact that trochee predominates in the utterances of adults when addressing children; their words also have a two-syllable structure with emphasis on the first syllable. Even lullabies are trochaic in structure. It is worth noting that most proper names in the diminutive meaning have the form of trochee (Vanya, Katya, Tanya). It is obvious that in the first year of life the child is surrounded by words with a trochaic rhythm. However, with the development of the child’s speech, intonation and rhythm acquire a service role, that is, they become subordinate to the word, therefore the number of words with a trochaic structure in speech decreases. In connection with the above, the child’s prosodic activity develops and is corrected in poetic creativity. Elements of prosody are practiced in speech with the help of nursery rhymes and fairy tales. Thus, poetic creativity, just like speech, is going through a period of rhythmic turning point, when intonation and rhythm give way to the dominant place of the word. Progress is that the word begins to denote meaning, and prosody colors speech with emotions [5]. At the next stage, at the age of 23, children develop slurred speech, pauses, repetitions of words and parts of words, and breathing iterations. At the same time, distinctive verbal stress appears in children’s speech. Along with this, mastery of the lexicogrammatical structure and phonetics of the language occurs, as well as the development of mechanisms of interaction between phonation, breathing and articulation, ensuring the formation of normal speech breathing. These processes are a phase of the initial development of speech breathing. Usually, without mastering these processes, the child pronounces phrases in any phase of breathing. Outwardly, this is expressed in “choking”, speech while exhaling and inhaling [7]. At the stage of 4 years of age, a type of melodic speech formation begins to form, similar to the adult type. At the same time, the child develops whispered speech, the indicators of slurred speech, pauses and repetitions of words are reduced, and the intonation of the narrative is mastered by imitation. However, to fully master intonation, training is necessary to change its tone and pitch of the voice. At the age of 56, the child masters the “generation” of the text (contextual speech). During this period, “failures” of breathing may be observed at the moment of speech when pronouncing complex and long pause phrases, associated with the difficulty of formalizing the statement lexically and grammatically [2]. Children learn the pattern and transfer it to the sentence. Further, at the age of six, you can move on to mastering the intonation of an interrogative sentence. The development of intonation is facilitated by the development of speech hearing. Its development is uneven. However, children begin to understand certain changes in the voice (they distinguish sounds by pitch, emotional coloring, timbre, rhythm, tempo). Subsequently, the child begins to distinguish different sounds, which is facilitated by the development of phonemic hearing. If there are disturbances in its development, intonation inexpressiveness of speech may occur [6]. By primary school age, children begin to correctly pronounce unstressed and stressed syllables in a word, but are not yet able to identify them [5]. This process occurs intuitively and becomes the basis for learning to place logical stress in a sentence. Incorrect intonation in communication can lead to inadequate understanding of the interlocutor’s speech and disruption of the communication process. It is important to conclude that the voice is formed throughout childhood. It is during this period that the basis of the child’s future speech is formed. In the future, the voice may change throughout life.

Links to sources 1. Artemova, E.E. Features of the formation of prosody in preschool children with speech disorders. Monograph / E.E. Artyomova. – M.: Moscow State Humanitarian University named after. M. A. Sholokhova, 2008. –123 pp. 2. Vinarskaya, E.N. Early speech development of a child and problems of defectology: Periods of early development. Emotional prerequisites for language acquisition / E.N. Vinarskaya. M.: Education, 1987. 165 pp. 3. Vlasova, T.M. Phonetic rhythm: A manual for teachers / T.M. Vlasova. M.: Humanite. Ed. , 1996. 240 p. 4. Gvozdev, A.N. Questions of studying children's speech / A.N. Gvozdev. –M.: Childhood Press, 2007. 36 p. 5. Koltsova, M.M. The child learns to speak / M.M. Koltsova. -Ekaterinburg: U Factory, 2004. -224 p. 6. Maksakov, A.I. Education of sound culture of speech of preschool children / A. I. Maksakov. M.: MozaikaSintez, 2005. -64 p. 7. Meshcheryakova, N.P. Correction of speech and non-speech disorders in preschool children: diagnostics, classes, exercises, games / N.P. Meshcheryakova, Zhukovskaya L.K., Tereshkova E.B. –Volgograd: Teacher, 2009. 141 p. 8. Russian, E.N. Pronunciation side of speech: Practical course / E.N. Rossiyskaya, L.A. Garanina. M.: ARKTI, 2003. -104 p. 9. Florenskaya, Yu.A. Selected works on speech therapy / Yu.A. Florenskaya. M.: Astrel, 2006. 223 p. 10. Shvachkin, N.Kh. Development of speech forms of younger preschoolers / Collection of articles, ed. A.N. Leontyev, Zaporozhets A.V. M.: International Educational and Psychological College, 1995. 92101 p.

Types of violations

Violations of the prosodic aspect of speech are typical for people of different ages:

The disadvantages of its tempo-rhythmic design are excessively high or insufficient speed, vagueness, violation of the sound and syllabic structure of words, spasms.

Voice formation disorders - distortion of timbre, pitch, insufficient strength.

Sound pronunciations - mixing of sounds, their absence or distortion, replacement.

Violations of intonation expressiveness - speech is inexpressive, monotonous, the child does not distinguish intonation.

Very often, with a good understanding of the speech addressed to him, a child cannot speak out independently or repeat after an adult a phrase with given features.

Automation stage

First, the adult gives a sample, and several lessons with the child practice the ability to place pauses and logical stresses. Then they ask you to do this task yourself. Small theatrical skits or finger theater are well suited for practicing intonation expressiveness. Using these techniques, it is easier for a speech therapist to consolidate intonation skills in coherent speech.

To practice clear diction, pure tongue twisters and tongue twisters are used. You need to make sure that all sounds are pronounced clearly. In tongue twisters, in addition to clear sound pronunciation, the tempo of speech is practiced. They begin to pronounce them slowly, gradually speeding up the pace. At the same time, the tongue twister should be understandable to others.

Automation of the prosodic side can also occur during role-playing games. For speech breathing and voice height, it is worth singing songs. This stage is best done in group classes. This is how children develop speech activity, and intonation skills are consolidated faster.

Speech sound disorders as a result of diseases

Brain trauma and infections before birth or in the postnatal period can negatively affect speech in general and prosody in particular. For example:

dysarthria is characterized by insufficiency of innervation of the speech organs;
alalia - with good intellectual abilities and normal hearing, speech is defective or completely absent;
stuttering;
dysphonia - deficiencies in diction, pitch, voice strength due to defects of the vocal apparatus;
bradyllia - monotony, inexpressiveness of speech, its insufficient pace with unclear articulation;
tachylalia - excessively fast pace, incorrect rhythm of speech, distortion, lack of syllables, sounds;
dyslalia - impaired pronunciation of one or more sounds, no deviations in psychophysical development are observed;
rhinolalia - nasality and distortion of sound pronunciation.

The prosodic side of speech is an object of close attention and care for adults. External manifestations of its deficiencies may be the result of hidden, serious and far-reaching developmental disorders of the child’s nervous system.

Identifying defects and their causes

At the slightest suspicion that a child has an unfavorable course of speech formation, one should not hope that he will “grow out, grow wiser and learn to speak.” Violations of the prosodic aspect of speech are a mandatory reason to contact the following specialists for advice:

Have your hearing acuity checked by an otolaryngologist.

A neurologist will help ensure the absence or presence of damage to the speech centers of the brain and its other parts.

The level of mental development will be checked by a child psychiatrist, psychologist or speech pathologist.

The speech therapist will conduct diagnostic tests to identify speech defects, taking into account the child’s age, including the state of the prosodic aspect of speech.

In a conversation with the mother, specialists will find out whether there were any deviations in bearing the child, traumatic situations during and after childbirth, hereditary causes of the identified disorders, whether a healthy lifestyle is maintained in the family (drinking alcohol, chemicals, smoking, balanced nutrition, psychological climate). Having summarized the results of the examination, experts will propose the most rational course of general and speech development and upbringing of the child.

Health-saving technologies in speech therapy

For corrective work on impaired prosody, speech therapy uses health-saving technologies. They are widely used in preschool educational institutions and other institutions involved in improving speech disorders, as they comply with the Federal State Educational Standard. The very definition of the “preserve health” method means the use of various types of vigorous activity:

breathing exercises;
eye exercises;
articulatory gymnastics;
the main component is logorhythmics.

Lithotherapy in speech therapy

According to the dictionary, lithotherapy in speech therapy is an unconventional way of treating speech disorders using stones, sand, and clay. The main examples of treatment using lithotherapy for speech underdevelopment:

finger massage while squeezing and rolling stones in your hands;
laying out patterns from stones and sand;
burying stones in the sand;
speech therapy exercises using stones.

Correction of speech underdevelopment is carried out by a speech therapist

Techniques for correcting speech expressiveness deficiencies

The famous professor L. S. Volkova and associate professor R. I. Lalaeva, who have many diplomas in speech therapy and lecture on this topic, have developed a method for correcting speech expressiveness disorders. This structural work is a good assistant for specialists involved in the elimination of speech underdevelopment. According to Volkova, the main areas of activity of a speech therapist teacher include the following:

distinguishing intonation of separately expressive and impressive speech;
speech breathing exercises;
exercises for rhythm and tempo of voice;
distinguishing tone in statements, questions and exclamations;
work on the strength and range of your voice;
exercises with logical stress.

The prosodic side of speech in speech therapy means its expressiveness. In preschool age, most often, disorders occur in prosody. There is no way to correct a conversational underdevelopment overnight. This is a rather lengthy and complex process. But with proper and comprehensive treatment, it can be corrected.

Attention: the child has dysarthria

There are many reasons that result in disturbances in the innervation of the speech organs. They can affect different parts of the brain and have different severity. A mild degree - erased dysarthria - can be detected during a speech therapy test, and in a severe case (anarthria), paralysis of the speech muscles completely deprives the patient of the ability to speak.

All or almost all components of the prosodic side of speech in dysarthria are impaired. Its external signs that parents and educators should pay attention to: the child has difficulty swallowing and chewing, performs small movements inaccurately and poorly articulates sounds.

Children with a significant degree of this disease are sent to specialized schools. Taking into account their age and the form of dysarthria, they are prescribed medication and sessions with a psychologist and speech therapist.

Mechanical dyslalia

Mechanical or organic dyslalia is caused by structural features of the speech apparatus, such as:

shortened frenulum of the tongue;
thick and large tongue;
small and narrow tongue;
high narrow (Gothic) or, on the contrary, too low palate;
malocclusion, in which the sound formation of individual phonemes becomes difficult or, in some cases, even impossible;
an upper or lower jaw that is too forward, a gap between the teeth or between the jaws;
sometimes the inability to pronounce sounds is also influenced by the weakness of the air stream necessary for the formation of sounds that are especially difficult for children - r and l.

Most often, with mechanical dyslalia, the speech therapist recommends that the bite be corrected by an orthodontist, if possible. This is best done at the age of 5-6 years, when the joints are most flexible.

Techniques for correcting speech expressiveness deficiencies

When working with children who are speech pathologists, specialists use both ready-made manuals and their own developed activities, games, and exercises. Considering that the features of the prosodic side of speech are such that they require constant monitoring and exercise, children are offered homework to develop and consolidate the knowledge and speech skills acquired in kindergarten classes. At individual and group consultations for parents, experts tell how to carry out special exercises at home. For example: singing vowels to music that varies in volume and tone; laying out and naming pictures and toys with a given sound; reading memorized poems, tongue twisters loudly and quietly, joyfully and angrily, slowly and quickly.

Children love theatrical games, so involving them in playing feasible roles is one of the most common methods for developing the prosodic side of speech.

This is necessarily accompanied by an example of the intonation of the hero’s speech and its reproduction, analysis of mistakes made, repeated performance, correlation of the speed and rhythm of speech with movements, tonality, feelings. At the same time, the adult shows how to use gestures, facial expressions, and body movements to enhance the emotional effect.

Preparation

Work on the prosodic component of speech consists of several stages. At the preparatory stage, the specialist forms the basis for the formation of prosody. Classes must include exercises for speech breathing, which is the basis of the tempo-rhythmic aspect of speech.

The speech therapist works on the formation of diaphragmatic breathing. The following exercise is effective: standing/sitting with a straight back, one hand on your stomach, the other on your chest. Inhale through the nose and exhale through the mouth. At the same time, attention is focused on the fact that with diaphragmatic breathing, the stomach is rounded and the chest remains motionless. If there is a nasal tint, work is done to differentiate oral and nasal breathing.

The next area of work at this stage is working on the voice. The speech therapist offers tasks to expand the range. These are various chants, consisting not only of vowels. They are also given tasks to read phrases with different pitches of voice (loud, quiet, in a normal timbre). The speech therapist asks the children when to speak loudly and quietly - this forms the prerequisite for the intonation of the statement. After all, the child must also be able to use prosodic means.

Another direction is to work on the tempo-rhythmic side.

This is tapping a certain rhythm; pronouncing phrases and sentences at an accelerated and slow pace. You can combine work on tempo and rhythm with the development of general motor skills. You can also add pronunciation of movements with a certain intonation.

At the preparatory stage, the basis for further correction of the prosodic aspect of speech is formed. The listed areas of work are also used in classes on the development of intonation design of statements.

Let's sum it up...

If an examination of the prosodic side of speech reveals violations in a child, then a specialist, a speech therapist, will give specific advice to parents on how to correct them. The main goal is to organize such work, the result of which will be the formation of a conscious attitude of the child himself to the act of speaking, the ability to analyze, compare, and imitate correct models. He must overcome the feeling of shame and learn to communicate with others without fear.

In most cases, the development of the prosodic side of speech is a completely solvable task, although not immediate. In severe forms of its violation, special attention should be paid to the socialization of the child, teaching him to use non-verbal means of communication.

Source

Features of working with adults

When working with adults, you need to use as many practical tasks as possible. They do not need, like children, to explain in detail the meaning of concepts and when they can be used. Therefore, the specialist tries to consolidate the acquired skills in practice as soon as possible. The methods of working are the same as with children.

The prosodic side of speech is also complemented by non-verbal means of communication - facial expressions and gestures. With their help, a person can better convey the meaning of his statement and make his speech more effective. Work on the prosodic side of speech can be carried out either separately or as one of the directions for correcting more complex speech disorders. Expressive speech is easier for others to perceive, which also has a good effect on the development of communication skills. Prosody in modern speech therapy is one of the important components of speech development.