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Formation sound analysis and synthesis in children with speech disorders
modern school requires from children entering the first grade, not so much the amount of knowledge and skills, but the ability to act mentally, to analyze and synthesize, compare and generalize language material, that is, in a sufficient level of development of analytical and synthetic activity, which determines child's readiness for literacy. The first step in the progressive movement towards literacy is the formation phonemic perception, the second step is sound analysis and synthesis. Mastering the skills of sound analysis and synthesis is of paramount importance for the correction and formation of the phonetic side of speech and its grammatical structure, as well as for the ability to pronounce words of a complex syllabic structure. Therefore, it is important to start teaching sound analysis based on the simultaneous study of sound and its graphic image - a letter, as a result, a stable relationship is formed in the minds of children between the sound and the letter. Based on sound analysis and synthesis, children master the reading of syllables and words. The merging of sounds materialized with the help of chips is a simulation of reading, and laying out chips is an analogue of writing, only both take place in a playful, entertaining form. The material for classes is selected so that there are no incorrectly pronounced sounds, and the studied sound occurs more often.
Stages of formation of sound analysis and synthesis.
In this work, three stage : first stage dedicated to the study vowel sounds. In this case, you can use sound men, borrowed from the book by G. A. Vanyukhina "Rechetsvetik".
Vowel sounds - girls in red dresses. Their lips indicate sketchy articulation. At the same time, there is an acquaintance with the graphic representation of sounds. On this stage children learn to analyze and synthesize sound combinations from two, and then from three vowels such as AU, AOU, and to distinguish the initial vowel in words. During second stage, Along with clarifying the pronunciation of the most articulatory simple sounds, children learn to distinguish a sound among other sounds, a syllable with a given sound among other syllables, determine the presence or absence of a sound in a word, and highlight the initial consonant.
In the classroom, children learn to analyze reverse and direct syllables, and then words (from g s. For example : poppy). At this stage, exercises with chips are introduced (red circles - vowels, blue - hard consonants, green - soft consonants). These exercises develop the skill of reading direct and reverse syllables and words. Then the chips are replaced by letters, and the children read syllables and monosyllabic words. At this time, children gradually learn to understand and use correctly. terms : sound, letter, syllable, word, vowel and consonant sound, hard and soft, voiced and deaf sound.
On the third stage, children are trained to produce a complete sound analysis of words. Gradually, children begin to analyze words without relying on exaggerated pronunciation.
As a result, children must learn :
Distinguish learned sounds;
Know the vowels of the first row and I;
Know the studied consonant sounds and their acoustic-articulatory features (hardness - softness, sonority - deafness).
Select any of the studied sounds in the composition of monosyllabic (rak, two-syllable (paw), three-syllable (raspberry) words.
Determine the location of the sound (at the beginning, in the middle, at the end of the word).
Determine the linear sequence of sounds in a word.
Determine the number of sounds in a word.
GAMES AND EXERCISES AT DIFFERENT STAGES OF WORK
Isolation of a given sound in words and syllables
1. "smart car" - [at]
2. "smart steam locomotive" - [ p ]
3. "smart plane" - [p]
These and similar vehicles carry passengers only with the given sound in the name.
4. "Sound house" - in the window the sound (letter) is calling guests: “T-t-t”, “K-k-k”.
5. "Collecting sounds" will require items with this sound in the title; children have baskets with a "portrait" of sound.
7. "Swallow the sound" - repeat the word without sound).
Isolation of the first and last sound in words
1. "Start saying the word, and I'll guess."
2. "Shop" - pay with the first (last) sound in the name of the purchase.
3. "Smart car" - honks pedestrians with the first sound in their name.
4. "Catch the word by the tail!"
5. “Divide objects” - “portraits” of sounds are written on the boxes.
6. “Who lives in the house” - with this sound at the beginning.
7. "Vagonchiki" - Will he go first or last? Where is this sound heard in the word?
8. "Sound chains" - two - three words or more.
Intonation selection of a sequence of phonemes in a word
1. "turning into bugs, snakes, etc." - to speak, highlighting the desired sound.
2. "Keys" - hit the first, second, third sounds in a word. (Subject pictures - a word of three - four sounds and three - four chip keys).
3. "Sound Houses":
- “Call the sounds home” - one by one;
- “The sound is lost” - the first, second, third.
- “Sounds open their windows one after another” - children recognize and name them.
Introduction to vowel sounds. Dividing words into parts.
1. “Vowels say hello” - pronounce your sound for a long time - loudly.
2. “Vowels knock with their hammers” - every time its sound occurs in a word (monosyllabic words).
3. "Brothers - vowels divide the word into two or three parts":
What vowel lives in the first, second part of the word (in the first, in the second room of the sound house).
4. "Walk the word" - jump, clap.
5. "Who lives in the house?" - on what floor does the cat live, li-sa, so-ba-ka?
6. “Who will go to which window” - how many windows are there (the word is divided into so many parts).
7. “We build (draw, lay out) sound houses” - one-, two-, three-room. How many vowels are in a word? (How many times we opened our mouth).
Distinguish between vowels and consonants
1 "I call the sound - raise the chip" - red if the sound is a vowel, blue if it is a consonant.
2. “The vowel brothers are friends with consonants"- "op", "ak", "mustache", "im", "yv". Name the second sound after the vowel.
3. “Show the chip” (red, blue) - highlighting vowels, consonants from the stream of sounds.
4. “We catch sounds: a vowel with the left hand, a consonant with the right hand - a-a-a-k; k-a-a-a.
5. "What prevents singing a consonant sound" - lips: (p, b, m); tongue and teeth: (n, t, d), etc.
6. "Which of the guests is the last vowel or consonant?" - “woof”, “meow”, “mu”, “crow”, etc.
7. “What is the first sound in your name?.
Isolation of qualitative features of consonant sounds
1. “Show a picture”, in the name of which there is a voiced soft consonant, a deaf hard consonant, etc.
2. "Shop" - children "pay" for a toy, highlighting the first sound in its name and giving it a qualitative description.
3. "Color dictation" - word scheme (empty circles, the number of which corresponds to the number of sounds in the word). Color the boxes the color you want.
4. "Match - fleece" - children learn to correlate hard and soft consonant sounds and correlate pictures with symbols.
5. “Color the word written with a simple pencil” - “fox”
(l) - green thick line (voiced soft consonant);
(i) - red thick line (vowel);
(c) blue thin line (deaf hard sound).
Sound analysis of words
1. “Let's sing every sound in the word” - (zhzhzhuuukkk).
2. "Sound houses" Three windows + curtains of three colors :
Call home the first, second, third sound.
Hang curtains of the desired color in the window.
3. "Who will invite more guests to their house?" - ready-made scheme of words.
4. “Show the picture” - in the name of which the first sound (r, second (a, third (k).
5. "Shop" - on the "checks" there are sound patterns of words: whale, fox, beetle, wasp, fish. etc. Children buy an item that fits this pattern.
6. "Sound bingo: Whose picture?" - who suits this scheme (sound house).
7. “In which window does the sound live?
Bibliography
1. Krupenchuk O. I. Teach me to speak - St. Petersburg: Publishing House Litra, 2005
2. Novotortseva N.V. The development of children's speech - Yaroslavl: Academy of Development, 1997.
3. Novotortseva N. V. Teaching literacy in kindergarten – Yaroslavl : Development Academy, 1998
4. Filicheva T. B. Chirkina G. V. Correction of speech impairment - Moscow Enlightenment, 2008.
5. Speech therapist for preschool educational institutions (collection of materials) - M .: TC Sphere, 2005.
Gaibysheva Dinara Rafilievna
Development and formation of sound analysis and synthesis skills.
Sound analysis words are a necessary condition for the full-fledged teaching of children to read and write. Based sound analysis and synthesis children learn to read syllables and words.
There are two types sound analysis:
1. Elementary sound analysis
selection sound from a series of sounds, against the background of a syllable, word.
2. Complex analysis.
Definition of first and last sound in a word.
Location identification sound in a word(beginning, middle, end).
Sequence definition sounds in a word.
Quantity determination sounds in a word.
Determination of positional position sound in a word(before what the sound is worth this sound, after which sound, etc.. P.).
complex forms of sound analysis need to be trained specifically. This is especially true for children with speech defects. best to organize development of sound analysis in the form of a game. The effect of classes will be higher if adults treat game learning as entertainment, pleasant communication with the child.
I offer games that are great for brightening up time during the journey from kindergarten home, forced waiting, for example, in a clinic.
"Catch sound»
Invite the child to clap his hands if he hears the given sound(For example sound [p])
First, isolated sound: m-r-k-r-v-r-l-p-r-t-r
Then the child must hear sound [p] in syllables: ra-na-to-ro-ul-ur-yr-ys
And offer the child "catch" sound [r] in words: frame, moon, axe, mouth, chalk, mole, bridge, crocodile.
"Right wrong"
You show the child an object and pronounce it distortedly and correctly, and he claps if the word sounds right and stomps if the word sounds distorted (bawan-baman-bakan-banana).
"Necessary sound»
Invite the child to select words with a given sound. For example, you went to the store for vegetables and fruits, take your child with you and invite him to choose only those vegetables and fruits, in the name of which there must be sound"L". What kind of fruits and vegetables would you like to buy? Baby calls (beetroot, apple, onion, lettuce, etc.).
Such a game can be played in a real zoo or in an imaginary one. Adult speaks: “Let's imagine that you and I are now in a zoo, animals live in it. Name the animals whose names contain sound"R". What kind of animals are these? (tiger, bison, lynx, etc.). And now let's collect the animals, in the name of which there is sound"L". (elephant, elk, squirrel, wolf).
"Catch the ball"
Task for the child: “I will throw the ball, and you will catch it, only if the word I named begins with sound"WITH"».
Then the adult says: “And now the new rules of the game. You will name the words. At the end of the word should be sound"TO" (juice, house, current, mouth).
"Guess what word is meant"
An adult names words that lack the first given sound, for example [p] (. ak: cancer, . ama: frame, . dance: knapsack, . adio: radio, and the child guesses and shows correctly and loudly pronouncing the whole word.
"Who is bigger?"
Who will come up with more words for a given sound. You can complicate the task by limiting yourself to a specific topic (“Name the animals whose name begins with sound [s]». Name a bird whose name begins with sound [in]» ).
"Learn the Word"
Say the word, omitting the last one sound, For example: "tan.", "Pow.", "veni." etc. The child must add the last sound to make a word.
"Chain"
Think of a word that starts with last sound previously spoken word.
For example: juice - pencil - ball - cat.
Playing speech therapy games for children at home with their parents is fun and entertaining. They will be happy to compete with you. As a result of the emerging interest in games, the sounds are fixed quickly, speech becomes grammatically correct, and difficult exercises in sound analysis turn into a fun activity.
I wish you success!
Related publications:
Didactic game "Sounds-signals" for the development of sound analysis. Purpose: development of sound analysis skills. Equipment: signal mugs.
Formation of sound analysis and synthesis skills in differentiating sounds [R] and [R'], [L] and [L'] for children aged 6–7 years with FFN. Direct educational activity on the formation of sound analysis and synthesis skills in the differentiation of sounds [Р] and [Р'],.
Using Game Techniques to Form Sound Analysis Skills in Students lower grades with HVD. Formation of sound skills.
Summary of GCD in the senior group. Mastering the sound analysis of words, clarifying children's knowledge about the elements of railway transport Synopsis Directly educational activities IN senior group"Carnation" On the topic: "Visiting Uncle Fedor" PURPOSE: Mastering the sound.
Consultation for teachers "Development and mastering of sound analysis skills" Consultation for teachers "Development and mastering the skills of sound analysis" Educator Panina Elena Vitalievna The main task of training.
Analysis is the division of a whole into its component parts.
Sound analysis- division of the whole (the word acts as a whole) into its constituent parts (the constituent parts of the word are sounds). That is, sound analysis is the division of a word into the sound of which it consists.
Violation of sound analysis is expressed in the fact that the child perceives the global word, focusing only on its semantic side, and does not perceive the phonemic side, i.e. the sequence of sounds of its constituents.
For example, an adult asks a child to name the sounds in a word juice and the child replies: “orange, apple ... and also Fanta!”
Why do we need sound analysis? We use it every day because sound analysis is at the heart of the writing process.
When teaching both writing and reading, the initial process is the sound analysis of oral speech, i.e. mental division of a word into its constituent elements (sounds), establishing their number and sequence.
Before starting a letter, the child needs to analyze the word,
However, already in the course of recording, synthesis occurs, i.e. mental combination of sound elements into a single whole.
Learning to write is impossible without the formation of sound analysis. If the sound analysis is not formed or is not fully formed, then the children will write with errors, for example, instead of country - dignity, tana or others.
Synthesis is the combination of parts into a whole, and sound synthesis- combination of sounds into words. Sound synthesis is at the heart of the reading process.
To read a word means, by combining individual letters, reflecting the order of sounds in the word, to synthesize them so that they make up a real, “living” word. A full-fledged synthesis is possible only on the basis of an analysis of the sound structure of words.
If synthesis is disturbed, the child is not able to form a word from a series of sounds. For example, to an adult question: - What word will you get if you combine the sounds K, O, P, M? The child answers: - Roma.
If the formation of sound analysis and synthesis is disturbed, letter-by-letter reading is possible, i.e. a letter is pronounced instead of a sound (not m, n, v, A me, ne, ve). Children read: am - ame, you - vey etc. letter-by-letter reading is normally possible until the adult explains to the child how to read correctly, i.e. 1 - 2 lessons. But most children of the speech therapy group without corrective work they will not learn to read and write “correctly”; they have abnormalities speech development.
Children with problems in speech development, who have impaired pronunciation of phonemes and their perception, experience difficulties in sound analysis and synthesis. They can be expressed in varying degrees: from mixing order individual sounds to a complete inability to determine the number, sequence or position of sounds in a word.
For reading to children who have preserved (even in a dimly expressed version) speech disorders, are characteristic:
- difficulties in merging sounds into syllables and words, mutual substitutions of phonetically or articulatory-close consonants: whistling - hissing, hard - soft, voiced - deaf ( helmet - porridge, help - help, chew - yawn);
- distortion of the syllabic structure of words ( recovered instead of crossed over
operation instead of operating room, took out instead of pulled out);
- grammatical errors - shortcomings associated with the transfer of agrammatism into written speech (incorrect use of prepositions and prefixes, case endings, agreements of various parts of speech, etc.).
Preparation for teaching literacy is the formation of phonemic perception and the skills of sound analysis and synthesis.
Phonemic perception is the ability to distinguish the features and order of sounds in order to reproduce them in oral speech, and sound analysis is the ability to distinguish the same, but in order to reproduce them in writing.
Why do we use symbols and not just letters? Letters is an abstract sign, it has nothing to do with sound. The symbols of vowel sounds are a visual image of an object or object capable of producing the corresponding sound.
The formation of the skills of sound analysis and synthesis is carried out in the sequence adopted in modern speech therapy:
- the formation of the first vowel sound in words;
- analysis and synthesis of combinations of two vowels;
- determination of the last vowel sound in words;
- determination of the presence or absence of sounds in words;
- definition of the first consonant sound in words.
- determination of the last consonant sound in words;
- definition of a vowel sound in the middle of monosyllabic words;
- synthesis of monosyllabic words consisting of three sounds;
- determining the position of a consonant sound in words;
- determining the number of syllables in words;
- synthesis of disyllabic words consisting of two open syllables.
Thus, mastering the skills of sound analysis and synthesis:
- Provides readiness for the development of literacy.
- Helps to prevent the appearance of violations in writing during the period of schooling.
Prepared by a speech therapist teacher: Koroleva O.A.
Formation of sound analysis and synthesis skills (T.A. Tkachenko) Modern Method teaching children to read and write is a sound analytic-synthetic.Formation of sound analysis and synthesis skills (T.A. Tkachenko)
The modern method of teaching children to read and write is a sound analytical-synthetic method. This means that children first get acquainted not with letters, but with sounds. mother tongue. And indeed, without an idea of the number and order of sounds in a word, the child will not be able to write correctly, and, having named the letters in order, but not being able to combine the corresponding sounds together, the child will not master reading.
When teaching both writing and reading, the initial process is the sound analysis of oral speech, that is, the mental division of a word into its constituent elements (sounds), establishing their number and sequence.
Before writing, the child needs to analyze the word, but already in the course of writing, synthesis occurs, that is, a mental combination of sound elements into a single whole.
It follows that a full-fledged synthesis is possible only on the basis of an analysis of the sound structure of words.
Violation of sound analysis is expressed in the fact that the child perceives the word globally, focusing only on its semantic side, and does not perceive the phonetic side, that is, the sequence of sounds of its components.
For example, an adult asks a child to name the sounds in the word SOK, and the child answers: “orange, apple ... oh, also Fanta!”
If the synthesis is disturbed, the child is not able to form a word from a number of sounds. For example, to the question of an adult: - What word will you get if you combine the sounds K, O, R, M? The child answers ROMA.
Children with problems in speech development, who have impaired pronunciation of phonemes and their perception, experience difficulties in sound analysis and synthesis. They can be expressed in varying degrees: from mixing the order of individual sounds to a complete inability to determine the number, sequence or position of sounds in a word.
In turn, sound-syllabic analysis and synthesis in a preschooler with speech impairment is not possible without subtle acoustic-articulatory differentiations and the creation of stable phonemic ideas about the sounds of the native language.
In other words: sound analysis and synthesis must be based on stable phonemic perception.
It is important that clear phonemic ideas about sound are possible only with its correct pronunciation (S. Bernstein, N.Kh. Shvachkin).
In cases of correcting phonemes, as well as clarifying the pronunciation of sounds that are reproduced correctly, but not clearly enough, it is necessary to form phonemic perception ahead of time.
That is, before clarifying or evoking a sound (for example, C), a speech therapist needs to differentiate it by ear from sounds:
Distant in articulation and sound (A, M, B, X, etc.);
Close in articulation and sound (CL, T, F, W, C, 3, etc.),
Distorted variants of this sound (interdental C, near-tooth C, lateral C, labio-tooth C, etc.).
After calling a sound or clarifying its pronunciation, it is important to develop a pronunciation accent on the corresponding speech sound in the child.
For example, a speech therapist clarifies the child's pronunciation of the sound C in isolation and in syllables. However, when automating this sound in words, sentences, and sometimes in poems and stories, its exaggerated pronunciation is necessary.
Only after fixing the specified skill, you can proceed to the analysis and synthesis of words with the sound C in their composition. Otherwise, it is precisely because of phonemic and pronunciation inaccuracies that the speech therapist will not be able to form the skills of sound analysis and synthesis.
So, for a full-fledged sound analysis, as well as the synthesis of words, the teacher should use only those speech sounds that are clearly perceived and correctly pronounced.
These, at the initial starting stage of learning, include vowels and easily pronounced consonant sounds (M, N, V, F, P, T, etc.), the so-called sounds of early ontogenesis. Their children usually pronounce correctly, but not clearly enough.
Then, as the pronunciation is corrected, the study of voiced consonants (B, D) posterior palatine (K, G, X) and whistling (C, 3, C) is added.
In this manual, when developing the skills of sound analysis and synthesis in the first year of study, the author proposes to limit the use of words with hissing and sonorant sounds (Sh, Zh, Ch, Shch, L, P), as well as soft consonant variants, to transfer to the second year of study.
It is also important that in order to create any sound analysis skill (for example, determining the final consonant), it is not enough to present the child with 3-5 words, as is often suggested in the manuals of other authors.
The presented book is designed for children with general underdevelopment of speech. The volume of tasks that a speech therapist needs to perform in correcting this disorder is large. However, it is important for every specialist working with children of this category to remember that incomplete correction general underdevelopment speech, that is, the preservation by the beginning of schooling of even minor defects in pronunciation, agrammatisms, violations in the syllabic structure of words, difficulties in sound analysis and synthesis, etc., can lead to persistent, specific defects in writing and reading.
For reading children who have preserved (even in a mildly expressed version) a general underdevelopment of speech, the following are characteristic:
Difficulties in merging sounds into syllables and words, mutual substitutions of phonetically or articulatory-close consonants: whistling - hissing, hard - soft, voiced - deaf (helmet-porridge, help-help, chew-yawn), distortion of the syllabic structure of words (corrected instead of crossed, operation instead of operation, took out instead of pulled out), grammatical errors (boat capsized, with two friends), letter-by-letter reading (K, A, W, A), impaired reading comprehension, too slow reading pace, "guessing" reading.
For the writing of children in whom the general underdevelopment of speech (for various reasons) has been preserved, the following are characteristic:
Specific phonetic substitutions are errors indicating the incompleteness of the process of fine acoustic-articulatory differentiation of the corresponding sounds (whistling-hissing, voiced-deaf, soft-hard, etc.),
Distortion of the syllabic structure of words - permutations, omissions, additions of syllables, separate writing of parts of a word and the fusion of two words, indicating the unformed syllabic analysis;
Grammatical errors- shortcomings associated with the transfer of agrammatisms into written speech (incorrect use of prepositions and prefixes, case endings, agreements of various parts of speech, etc.).
Moreover, these 3 groups of errors are additionally called specific or diagnostic, since it is they that make it possible to establish a persistent writing disorder in a child - dysgraphia.
The following 2 groups of errors are to some extent characteristic of all children who master the letter, therefore they are called accompanying ones, they include:
Spelling errors - spelling violations (unstressed vowels, unpronounceable consonants, prefixes, suffixes, etc.), which are much more numerous and persistent than in children with normal speech development,
Graphic errors - replacement of capital letters by visual similarity (I-Sh, P-T, L-M, B-D, etc.),
I would like to draw the attention of specialists that the presence of only accompanying errors (no matter how many they appear) does not give grounds to diagnose a child with a violation of writing and reading. Only the presence of specific errors makes it possible to establish dysgraphia and dyslexia in a student.
Note that the learning process primary school is built mainly on written speech: children read tasks and stories, write presentations, exercises, etc. Persistent violations of writing and reading in a child will inevitably affect his general development. But, in addition, personal changes can occur. Constant failures in mastering reading and writing (according to R. I. Lalaeva) can cause in children: self-doubt, timidity, anxious suspiciousness, anger, aggressiveness, and a tendency to negative reactions.
Thus, it can be stated with all certainty that the main task of a speech therapist in working with children with general underdevelopment of speech is to prevent violations of writing and reading.
At present, there are still theories explaining the violations of written speech by their psychopathological basis (S.S. Mnukhin), inferiority visual perception(F. Warburg, P. Ranshburg), association difficulties (E. Illing), motor and sensory difficulties (O. Orton), mnestic disorders (R.A. Tkachev).
However, numerous studies by N.A. Nikashina, A.K. Markova, G.I. Zharenkova. L.F. Spirova, G.A. Kashe and others confirmed the assumption made in the 40s of the 20th century by Russian scientists R.E. Levina and P.M. Boschis. They argued that in the vast majority of cases, the cause of dysgraphia and dyslexia is the imperfection of phonemic perception and, as a result, the unformed skills of sound analysis and synthesis.
It is important that the correctness of R.E. Levina and R. M. Boskis confirmed by their research a number of scientists (R. Becker, Z.K. Gabashvili, A.S. Vinokur, A.I. Mikulskite and others). They conducted a systematic analysis of dysgraphia and dyslexia among students of national schools and proved that, despite the difference in Georgian, Ukrainian, Estonian, Lithuanian, German and Russian, writing and reading disorders in schoolchildren different countries arose for the same reasons: as a result of the imperfection of phonemic perception and sound analysis skills.
IN special literature And practical activities we often encounter a mixture of these two concepts: phonemic perception and sound analysis.
For example, to which of the two processes does the grouping of pictures, depending on the sounds in their name, belong? What about the child's reproduction of syllable sequences or the selection of words for a given sound from a speech stream? determination of the voicedness or deafness of a number of consonants, their position and number in a word, etc.?
Even experienced specialists, when offering these and similar diagnostic tests to preschoolers, find it difficult to correlate their results with one of the two named processes.
I will take the liberty of generalizing the difference between phonemic perception and sound analysis.
So, phonemic perception does not require special training, but sound analysis does. Further, phonemic perception is the first step in the progressive movement towards mastering literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from a year to 4, sound analysis - at a later age (after 4). And finally, phonemic perception - the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis - the ability to distinguish the same in order to reproduce sounds in writing.
Let us designate these distinguishing factors as follows (in the order of their description):
Didactic;
Ordinal;
age;
It is very important for a speech therapist to represent the difference between the 2 indicated processes and not to confuse them. In addition - and this is the most important provision of the rehabilitation program - one should proceed to the sound analysis or synthesis of the sound composition of a word in a child with speech disorders only after he reaches a certain (starting) level of phonemic perception, as well as the formation of the pronunciation of the analyzed and synthesized speech sounds.
High learning efficiency
The use of special visual symbols,
Increasing the complexity of tasks compared to traditionally used ones,
The presence of a certain starting threshold for the development of phonemic perception,
Training on the material of correctly pronounced sounds,
The inclusion of a significant number of words in each exercise,
New way designating the position of a sound in a word,
The development of attention and memory in the course of performing basic tasks.
Performing exercises on the analysis and synthesis of the sound composition of the word using the author's symbols:
Accelerates the process of phoneme formation,
Provides readiness for literacy,
Helps prevent dysgraphia and dyslexia in preschoolers.
This manual contains a description of the theoretical provisions and practical advice that underlie the preparation of preschool children with speech disorders for literacy. The author proposes a special visual symbolism that makes it possible to materialize sound and thereby dramatically increase the effectiveness of learning.
A detailed description of 50 exercises makes it possible for both a novice speech therapist and an adult who does not have special training to gradually form the skills of sound analysis and synthesis necessary for mastering reading and writing in preschoolers.
All exercises in the manual are given in order of increasing complexity and correspond to the annual perspective plan classes on the formation of the phonetic side of speech.
You can work with this allowance both with one child and with a group of children. When group lessons the album should be in front of each child on the table.
The manual is addressed to speech therapists, educators, students pedagogical universities and colleges, as well as tutors and parents of children with a wide variety of speech defects.
TKACHENKO T.A. FORMATION OF SOUND ANALYSIS AND SYNTHESIS SKILLS. ALBUM FOR INDIVIDUAL AND GROUP LESSONS WITH CHILDREN 4-5 YEARS. APPENDIX TO THE SET OF BENEFITS "LEACHING TO SPEAK CORRECTLY". - M.: GNOM I D, 2005. - 48 p.
Manual in .doc format can be downloaded
Introduction
Relevance The problem of the formation of sound analysis and synthesis skills in older preschoolers with general underdevelopment of speech of the III level is due to the fact that this skill is basic when teaching children in elementary school and further serves as a guarantee of the successful formation of educational activities when included in systematic school education.
The ability to isolate sounds from the composition of a word plays an important role in filling in the gaps in phonemic development.
Sound analysis and synthesis exercises, based on clear kinesthetic sensations, contribute to the conscious sounding of speech, which is the basis for preparing for literacy. On the other hand, the skills of sound-letter analysis, comparison, comparison of similar and different features of sounds and letters, exercises in analysis, synthesis contribute to the consolidation of pronunciation skills and the assimilation of conscious reading and writing.
In connection with the specifics of the study, the focus was on the psychological and pedagogical classification. Speech disorders in this classification are divided into two groups. The first group includes a violation of the means of communication, which includes the general underdevelopment of speech.
There are three levels of speech development in children with OHP: the first level of speech development is characterized by the absence of speech (the so-called "speechless children"); the second - the presence, although distorted, but fairly constant common words; the third one is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.
In the course of speech therapy, psychological and pedagogical practice of correcting the speech of children in older preschoolers with general underdevelopment of speech, significant deviations were revealed in the formation of phonemic representations that underlie sound analysis.
Difficulties and errors were primarily associated with insufficient mastery of the sound composition of the word, the mixing of acoustic similar sounds, the inferiority of sound analysis and synthesis.
Special studies of R.E. Levina (1968), T.B. Filicheva, N.A. Cheveleva, G.N. Chirkina (1989) showed that there is a connection between the difference in sounds and the memorization of their graphic designation. And this means that the analysis of sounding and spoken speech is the starting point in teaching children to read and write.
Therefore, from the first to the last lesson on the development of speech and teaching literacy in kindergarten, and then at the initial stage of schooling, children isolate sounds, syllables, sentences from speech, divide them into words, determine the number of syllables in words, highlighting the stress, establish the number, sequence of sounds and the nature of their connection in syllables and the word as a whole.
In the methodology of teaching literacy, the ratio of sound analysis and synthesis is not reduced to the decomposition of words into sounds and the combination of the same sounds (names of sounds) into words. Sound synthesis requires special techniques leading to children's awareness of the sound composition of a direct syllable and the essence of the continuous pronunciation of a consonant and a vowel in a direct syllable.
To date, there are several approaches to teaching literacy based on work on sound analysis and synthesis. This, for example, is the method of "live sounds", developed by I.N. Shaposhnikov (1923). His initial position - "only he reads who distinguishes the sounds of speech" - was important for the methodology of teaching literacy.
Russian schools use the analytical-synthetic sound method in teaching children to read and write, originally proposed by Ushinsky.
The development of ways of teaching literacy in Russia was influenced by the works of D. B. Elkonin, who gave the definition of “ phonemic hearing”, reading, the ratio of sound analysis and reading (synthesis). In teaching literacy, a special preparatory period was allocated, which serves to familiarize children with the sound and syllabic structure of words before learning letters and moving on to reading. This system was reflected in the content of teaching aids.
The system and methods of teaching literacy, developed by the authors of the primer (published since 1982; the most popular in the early 90s) V. G. Goretsky, V. A. Kiryushkin, A. F. Shanko, have a number of distinctive features. In the preparatory (letterless) period, schemes-models of the sound and syllabic structures of words are introduced, taking into account the connection of sounds in a word. Learning the sound and syllabic analysis of words continues in the main (or alphabetic) period of literacy training, when the designations of sounds by letters are introduced. A sound-syllabic analytical-synthetic method of teaching literacy is used, since an open syllable is taken as the basis for reading, the word is pronunciationally divided into sounds and syllables (analysis) and is initially read in the same way.
Many researchers (D. B. Elkonin, L. E. Zhurova, G. A. Tumakova, etc.) believe that it is effective in the process of developing the skills of sound analysis and synthesis to teach how to represent a word using conventional signs (chips) on a model, which in the future it will become a reliable basis for a competent (without omissions and replacement of letters) letter.
Of course, sound analysis and synthesis of syllables and words is one of the stages of speech therapy work. But it causes the greatest difficulties in the process of teaching children, and especially children with general underdevelopment of speech, due to the violation of phonemic perception in children. It is this that creates in the future favorable conditions for the development of such operations as the clear separation of one sound from another, the establishment of the sequence of these sounds, the determination of the place of each sound, etc.
In our country, such prominent researchers as D.B. Elkonin, R.E. Levina, N.S. Zhurova and many other researchers, but there are few studies specifically for preschool children with general underdevelopment of speech in connection with the tasks of forming sound analysis and synthesis, which constituted the main problem research.
Methodological basis of the present study, therefore, were the studies of K.D. Ushinsky, D.B. Elkonina, R.E. Levina, T.B. Filicheva, G.V. Chirkina, T.V. Tumakova, L.E. Zhurova, N.S. Zhukova N.S., E.M. Masyukova and others.
Due to this subject research there was a general underdevelopment of speech in preschoolers due to a deviation in the formation of phonemic representations that underlie sound analysis.
Object of study was the formation of sound analysis and synthesis in children with general underdevelopment of speech.
The purpose of the study was the study of the dependence of the skills of sound analysis and synthesis on the level of development of phonemic perception in children with general underdevelopment of speech.
Research objectives:
The study of theoretical ideas about the characteristics of the skills of sound analysis and synthesis in older preschoolers with OHP level III.
The value of sound analysis and synthesis in the formation of speech and its connection with phonemic perception.
Investigation of the importance of work on the development of phonemic perception in the formation of sound analysis and synthesis skills in preschoolers with OHP level III.
As hypotheses it was suggested that speech therapy work on the formation of phonemic perception will also increase the level of formation of the skills of sound analysis and synthesis in older preschoolers with OHP level III.
Theoretical significance of the study was determined by the fact that its results made it possible to expand and deepen knowledge about the features of phonemic perception and the skills of sound analysis and synthesis in children with OHP level III.
Practical significance of the study consisted in building a system of correctional and speech therapy work to develop phonemic perception and sound analysis and synthesis skills in older preschoolers with OHP level III, which, ultimately, made it possible to more successfully solve the problem of preparing children of this category for school.
Research methods Keywords: pedagogical observation, natural experiment, collection of independent characteristics (peer review), study of activity products.
Chapter I
§ I.1. The value of sound analysis and synthesis in the development of speech and its relationship with the level of development of phonemic perception
A child's entry into school is an important stage in life, which changes the social situation of his development. To study in the 1st grade, the child must be prepared. It is important that children of 7 years of age master, first of all, a competent phrase, extended speech, the amount of knowledge, skills, and abilities determined by the program of the preparatory group of preschool institutions of a general type. Kindergarten is the first step in the education system and performs an important function in preparing children for school.
Leading scientists (R.E. Levina, N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.E. Chirkina, I.K. Kolpokovskaya, A.V. Yastebova and others) proved that there is a direct relationship between the level of speech development of the child and his ability to acquire literacy.
IN modern methodology teaching literacy, it is generally recognized that practical familiarization with the sound side of a word is a necessary prerequisite for mastering reading, and subsequently writing in languages whose writing is built on the sound-letter principle.
Studies by a number of psychologists, teachers, linguists (D.B. Elkonin, A.R. Luria, D.N. Bogoyavlensky, F.A. Sokhin, A.G. Tambovtseva, G.A. Tumakova, etc.) confirm that elementary awareness of the phonetic features of the sounding word also affects the general speech development of the child - the assimilation of the grammatical structure, vocabulary, articulation and diction.
In order for a child to learn written speech (reading and writing) quickly, easily, and also to avoid many mistakes, he should be taught sound analysis and synthesis.
In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language. Phonemic perception or phonemic hearing, which, according to many modern researchers, is the same thing, is commonly called the ability to perceive and distinguish speech sounds (phonemes).
This ability is formed in children gradually, in the process of natural development. The child begins to react to any sounds from 2-4 weeks from the moment of birth, at 7-11 months he responds to the word, but only to its intonational side, and not to the objective meaning. This is the so-called period of pre-phonemic development of speech.
By the end of the first year of life (according to N. Kh. Shvachkin), the word for the first time begins to serve as an instrument of communication, acquires the character of a language tool, and the child begins to respond to its sound shell (the phonemes that make up its composition).
Further, phonemic development occurs rapidly, constantly outpacing the articulatory capabilities of the child, which serves as the basis for improving pronunciation (A.N. Gvozdev). N. Kh. Shvachkin notes that by the end of the second year of life (when understanding speech), the child uses the phonemic perception of all the sounds of his native language.
Imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down, complicates the formation of sound analysis skills, without which full reading and writing are impossible.
The formation of the correct pronunciation depends on the child's ability to analyze and synthesize speech sounds, i.e. from a certain level of development of phonemic hearing, which ensures the perception of the phonemes of a given language.
With the help of analytical and synthetic activity, the child compares his imperfect speech with the speech of elders and the formation of sound pronunciation. The lack of analysis and 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.Kh. 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. to 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, these actions are formed in the process of special education, in which children are taught the means of sound analysis. The development of phonemic hearing and phonemic perception has great importance to master reading and writing skills.
Readiness for learning to read and write consists in a sufficient level of development of the child's analytical and synthetic activity, i.e. skills of analysis, comparison, synthesis and generalization of language material.
Sound analysis, in contrast to phonemic perception (with normal speech development), requires systematic special training. Speech subjected to sound analysis turns from a means of communication into an object of knowledge.
A.N. Gvozdev notes that the child notices the difference in individual sounds, but he does not independently decompose words into sounds. And indeed, independently highlighting the last sound in a word, several vowel sounds at the same time, setting the position of a given sound or the number of syllables is hardly available to a baby without the help of adults. And it is very important that this assistance be qualified, justified, and timely. D.B. Elkonin defines phonemic perception as hearing individual sounds in a word and the ability to analyze the sound form of words during their internal pronunciation. He specifies that by sound analysis is meant:
1) determining the order of syllables and sounds in a word,
2) establishing the distinctive role of sound,
3) highlighting the qualitative basic characteristics of sound.
Phonemic perception is the first step in the progressive movement towards literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from one year to four years, sound analysis - at a later age. And finally, phonemic perception - the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis - the ability to distinguish the same in order to reproduce sounds in writing.
The necessary prerequisites for teaching literacy to a preschooler are: a formed phonemic perception, the correct pronunciation of all the sounds of the native language, as well as the availability of elementary skills in sound analysis.
It should be emphasized that all these processes are interconnected and interdependent.
When reading in children, classes with which were conducted without taking into account these factors, the following errors are most typical:
Difficulties in merging sounds into syllables and words;
Mutual substitutions of phonetically or articulatory close consonants (whistling - hissing, hard - soft, voiced - deaf)
Letter-by-letter reading (P, S, B, A)
Distortion of the syllabic structure of words;
Too slow pace of reading;
Reading comprehension disorders.
Typical writing deficiencies in these children include:
Substitutions of letters, indicating the incompleteness of the process of differentiation of the corresponding sounds, similar in acoustic or articulatory features;
Vowel omissions;
Omissions of consonants in their confluence;
Merging words in a letter;
Separate spelling of parts of one word;
Omissions, build-ups or permutations of syllables;
Spelling mistakes.
§ I.2. Ways to develop phonemic perception and skills
sound analysis and synthesis in older preschoolers
The decomposition of a word into its constituent phonemes is a complex mental activity.
Phonemic analysis can be elementary or complex. Elementary phonemic analysis is the selection (recognition) of a sound against the background of a word; it appears spontaneously in preschool children. A more complex form is the isolation of the first and last sound from a word, determining its place (beginning, middle, end of a word). And, finally, the most difficult form of phonemic analysis is the determination of the sequence of sounds in a word, their number, place in relation to other sounds (after which sound, before which sound). Children master such phonemic analysis only in the process of special education (V. K. Orfinskaya).
To date, researchers have identified the following areas of work on the development of phonemic hearing and phonemic perception, the formation of skills in sound analysis and word synthesis:
Recognition non-speech sounds;
Distinguishing words that are similar in their sound composition;
Differentiation of syllables;
Phoneme differentiation;
Development of phonemic analysis and synthesis of words (elementary and complex).
Work on the formation of phonemic perception begins with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the causes of incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.
Activities for the development of phonemic perception at the very beginning are carried out on the material of non-speech sounds. In the process of special games and exercises, children develop the ability to recognize and distinguish between non-speech sounds.
Children should learn in games to distinguish between the pitch, strength and timbre of the voice, listening to the same speech sounds, sound combinations, words.
Then they learn to distinguish words that are close in sound composition. Later - to distinguish syllables and then phonemes of the native language.
Subsequently, work is carried out to isolate the sound against the background of the word, isolate the first and last sound from the word, and determine the location of the sound in the word.
The task of the next stage of work is the development of complex forms of phonemic analysis: determining the sequence of sounds in a word, their number, the place of a sound in a word in relation to other sounds.
Children should also learn how to conduct syllabic analysis and synthesis of words.
Regardless of what level of general underdevelopment of speech (III - II) children are being worked on, the following tasks are distinguished:
a) direct students' attention to the sound side of speech;
b) to teach to distinguish sounds by ear, to develop auditory perception;
c) work out and refine the articulation of preserved sounds, i.e. those sounds that are pronounced correctly in isolation, but in speech usually do not sound clear enough, blurry;
d) introduce the speech of those sounds that will be re-delivered;
e) differentiate and fix in speech those sounds that were mixed with each other;
f) to consolidate the level of sound analysis and synthesis with which the children came to speech therapy classes, and then gradually bring them to the assimilation of more complex forms of sound analysis and synthesis.
The conscious assimilation of the acoustic-articulatory image of each sound and the developing skills of sound analysis and synthesis allow children not only to clearly pronounce whole words, to single out the number and sequence of sounds from them, but also to read them correctly.
At the letterless stage of education, it is necessary to develop interest in classes among preschoolers and form a conscious mastery of the phonetic system of the language. Various games and game techniques help to arouse cognitive interest.
Thus, The methodology for teaching sound-syllabic analysis of words involves three stages:
Formation of phonemic analysis and synthesis based on auxiliary means and actions (work with sound schemes).
Formation of the action of sound analysis in the speech plan (support is excluded). Words are spoken, the sounds of which they consist are sequentially determined, the total number of sounds is specified.
Formation of the action of phonemic analysis in the mental plane. The number and sequence of sounds are determined (without pronunciation of words, based on representations).
Chapter II. Comparative study of the level of formation of the skills of sound analysis and synthesis in the speech norm and general underdevelopment of speech of the III level
§ II.1. Organization and research methodology
The research work was carried out on the basis of the MDOU "Kindergarten No. 9" of the combined type of the city of Prokopyevsk. . The experiment involved children from two older groups - speech therapy (23 children) and those engaged in the usual program (20 children) aged 5.2 to 6.2 years. In the speech diagnosis, all children of the speech therapy group had level III OHP.
The study included 2 stages:
speech therapy examination
analysis of the received data.
Research methods:
experimental survey; study of documentation, products of activity; conversation.
The technique used speech tests proposed by R.I. Lalaeva, E.V. Maltseva, A.R. Luria, adapted by T.A. Fotekova. The speech examination technique with a point-level evaluation system was also adapted to determine the level of formation of phonemic perception.
The structure of the technique is represented by 4 series, series I was used, because the named processes in it are interconnected and interdependent, contribute to the conscious sounding of speech.
Series I - Study of the sensorimotor level of speech:
1. Checking phonemic perception - 37 points;
2. Research condition articulatory motility– 8 points;
3. Sound pronunciation - with a maximum score - 15;
4. Checking the formation of the sound-syllabic structure of the word -12 points;
For the entire series, the highest score is 72 points.
After calculating the percentage of success for each side of speech, a speech profile was drawn:
1. Phonemic perception;
2. Articulatory motility;
3. Sound pronunciation;
4. Sound-syllabic structure of the word.
Success levels have been changed:
high level corresponds to 80-100% ;
average level - 80-40%;
low level - 40% and below.
Speech tests and method evaluation system.
I .1 The state of phonemic perception.
Checking the level of development of auditory attention and memory - 14 points.
Distinguishing non-speech sounds - 2 points
Instructions: Let's play the game "Early Ear". Listen carefully and tell me what you hear?
* transfusion of water; * ringing rattle
Distinguishing words that are close in sound composition - 3 points
Instructions: repeat similar words in the given order:
* ladies - house - smoke; * pumpkin - letter - booth;
Of the four words, choose a word that is not similar in sound composition to the other three:
* poppy - tank - so - banana
Differentiation of syllables - 6 points
Instruction: listen carefully and repeat after me the syllables:
* ta - that - that; * pa - ta - ka; * pa - ba;
* pa - ba - pa; * ma - me; * pta - pto - ptu - pty;
Phoneme differentiation - 3 points
Instruction: listen and say which sound is more common than others (the sound is exaggerated)?
* Mu - mu - mu, milk to whom? * Ko - ko - ko, do not go far.
* Doo - doo - doo, a woodpecker sits on an oak tree.
Development of elementary phonemic analysis (recognition of a sound against the background of a word) - 13 points.
Definition of sound in a word - 1 point
Instruction: look carefully at the pictures of animals, select only those in the names of which have the sound C.
Pictures: elephant, goat, dog, hare, cow, horse.
Selection of words with a given sound - 1 point
(do not offer sounds disturbed by the child)
Instruction: name the words with the sound Sh.
Highlighting the first sound in a word - 4 points
Instructions: Listen to the words and name the first sound in each word.
Words: Alik, duck, cat, bank.
Highlighting the last sound in a word - 4 points
Instructions: listen to the words and say the last sound in these words.
Words: soup, tank, fly, balls.
Determining the location of sound in a word - 3 points
Instruction: determine what sound is sung in the middle of the word (the vowel sound is intoned).
Words: tank, goal, sleep.
The development of a complex form of phonemic analysis.
Determining the number of sounds in a word - 3 points
Directions: Look at the pictures and say their names out loud. Count how many sounds are in a word.
Words: cat, whale, moon.
Determining the sequence of sounds in a word - 3 points
Instruction: name the word by sounds: first sound, second, third, etc.
Words: house, whale, fly.
Dividing words into syllables.
Instruction: listen carefully to the words, say how many syllables are in the word.
Words: paw, stick.
Grade:
1 point - correct answer;
0.5 points - self-correction, correct answer with stimulating help;
0.25 points - errors with stimulating assistance;
0 points - did not cope with the task.
I .2 Examination of the state of articulatory motility - 8 points.
Instructions: watch how I perform and repeat the movements for me:
lips in a smile;
lips "tube" - rounded and stretched forward;
tongue "shovel" - a wide spread tongue lies motionless on the lower lip, the mouth is ajar;
tongue “needle” - a narrow tongue with a pointed tip is pulled out of the mouth, the mouth is ajar;
tongue “cup” - the mouth is ajar, a wide tongue with curved edges upwards forms a kind of cup;
clicking the tongue - "fungus";
“ watch "- the mouth is ajar, the tongue is stuck out and evenly moves from one corner of the mouth to another;
“ swing "- the mouth is ajar, the tongue alternately touches the upper and lower lip.
Grade:
1 point - correct execution with exact match;
0.5 points - slow and strenuous execution;
0.25 points - performance with errors, long search for a pose, incomplete range of motion, deviations in configuration, synkinesis, hyperkinesis;
0 points - failure to perform movements.
I .3 Study of sound pronunciation - 15 points.
Instructions: repeat after me the words:
dog - mask - nose;
hay - cornflower - height;
castle - goat;
winter - shop;
heron - sheep - finger;
fur coat - cat - reed;
beetle - knives;
pike - things - forest;
seagull - glasses - night;
fish - cow - ax;
river - jam - door;
lamp - milk - floor;
summer - wheel - salt.
Grade:
All sounds are conditionally divided into five groups:
the first four are the most frequently violated consonants (whistling; hissing; L, L; R, Rb),
the fifth group - the rest of the sounds, the defective pronunciation of which is much less common (posterior palatine sounds K, G, X and their soft variants, the sound I, cases of defects in voicing, softening, rare violations of the pronunciation of vowel sounds).
3 points - perfect pronunciation of all sounds of the group in any speech situations;
1.5 points - one or more sounds of the group are correctly pronounced in reflection, but in independent speech they are not automated;
1 point - in any position one sound of the group is changed or distorted;
0 points - all or several sounds of the group are distorted in all speech situations.
I .4 Study of the formation of the sound-syllabic structure of the word - 12 points.
Instructions: repeat after me the words and expressions:
cactus
briefcase
locomotive
octopus
lizard
scuba diver
library
policeman
glazier
be photographed
Emelya is barely moving.
The watchmaker fixes the watch.
Grade:
1 point - correct and accurate reproduction at the pace of presentation;
0.5 points - slow syllable reproduction;
0.25 points - distortion of the sound-syllabic structure of the word (omissions, permutations, additions);
0 points - non-playback.
The survey was based on methodological principles.
1. Integrated approach.
With regard to the examination of a child, this is a requirement for a comprehensive study and evaluation of the child's activities by various specialists.
2. Holistic, systemic analysis.
It involves the detection of not just individual symptoms of impaired development, but, first of all, the connections between them, the establishment of a hierarchy of identified deviations, as well as the presence of intact links.
3. The principle of dynamic learning.
The data obtained from the survey are presented in the next paragraph.
II. 2. Comparative analysis of data from the study of phonemic perception in normal and with ONR
The data obtained are reflected in appendices 1 and 2. In general, the results of the study can be presented as follows (table 1).
Generalized data of the ascertaining examination of the speech of children with normal speech development and with OHP level III
Table 1
|
Phonemic perception |
Articulatory motility |
Sound pronunciation |
The syllable structure of the word |
|||||||||
|
High |
average |
short |
High |
average |
short |
High |
average |
short |
High |
Average |
short |
|
|
% of children with ONR |
||||||||||||
|
% of children with speech norm |
||||||||||||
Thus, it can be seen that children with normal speech were distinguished from children with speech pathology by the level of formation of the sensorimotor side of speech, primarily the level of development of phonemic perception. In children with a speech norm, auditory perception was sufficiently developed. They had no difficulty in distinguishing words with similar sound composition, reproducing syllabic sequences of varying degrees of complexity. About half of the children (45%) had a high level of formation of the definition of sounds in a word, the selection of words with a given sound, the rest had average indicators, respectively. 30% of children were able to independently identify the first and last sounds.
The percentage of incorrect determination of the place of sound in the middle of a word was 10%. To analyze the word, decompose it into sounds, count the number was available to 60% of the children. 70% could separate the words using an external support. There were no articulatory motility disorders in children with a speech norm, there were significant differences in the level of formation of sound pronunciation and the syllabic structure of the word.
A completely different picture was observed in children with OHP level III. Almost half of the children (44%) needed the help of an adult in various ways in reproducing syllabic sequences that differ in hardness-softness, sonority-deafness, with the confluence of consonants and the change of vowels. . 43% of children did not cope with the task of identifying sounds in a word and selecting words with a given sound. 74% of children were unable to identify the first and last sound in the word to determine the vowel in the middle of the word. For the rest, it was necessary to resort to intonational isolation of sounds in a word, since the vowel sound was perceived as a shade of a consonant. The complex phonemic analysis presented the greatest difficulty. It was unavailable to the majority of children (92%). They named sounds at random or simply remained silent. In children with OHP, there were significant differences in the development of articulatory motor skills, the formation of sound pronunciation, and the mastery of the syllabic structure of the word: in two cases there were violations of articulatory motility, a third of children with OHP had impaired sound pronunciation and the formation of the syllabic structure of the word. It seems that the main difficulty that prevented the normal acquisition of speech in children with general underdevelopment of speech was the shortcomings of phonemic perception. The shortcomings of phonemic perception are clearly visible when analyzing figures 1 and 2.
Picture 1
Survey data of children with OHP level III at the initial stage
Figure 2
Survey data of children with speech norm
Thus, the assumption that the formation of sound analysis and synthesis in children is closely related to the level of development of phonemic perception began to be confirmed.
However, for more accurate data, it was necessary to carry out speech therapy work on the development of phonemic perception in children with OHP level III and analyze its results.
Chapter III. The development of phonemic perception in children with OHP level III as a condition for the formation of sound analysis and synthesis skills
Speech therapy work with older preschoolers was built taking into account the use of forms of phonemic analysis and synthesis of various degrees of complexity and the sequence of mastering them in ontogenesis.
It included the following areas of work:
development of auditory attention and auditory memory;
formation of skills of sound analysis and synthesis of words:
Development of elementary forms of phonemic analysis (allocation of sound against the background of a word);
Formation of complex forms of phonemic analysis.
This system of work on the development of phonemic perception and sound analysis and synthesis of words is based on the study and testing in speech therapy, psychological and pedagogical practice of speech correction technologies of the country's leading speech pathologists and the active search and application of innovative pedagogical technologies.
Getting acquainted with Chrysostom - a magical land of beautiful and correct speech, with its inhabitants - sounds (Singers and Mixers named Vowels and Consonants), the Chutkoushko bug, the Chi-Chi-Chi monkey, the cunning Sun and the playful Cloud, the Hedgehog, the Fox and the Wise Owl, they traveled along the road to the ABC ( education system"School" 2100 ") and opened the wonderful world of sounds and their combinations.
First in magical land sounds were met and played with the children by the bug Chutkoushko.
This series of games was called “Sensitive Ear”, the purpose of which was to listen to the sound of non-speech sounds, phonemes, words.
Games were held to distinguish between non-speech sounds "What do you hear?" It was proposed to determine by ear the sound of familiar objects, sounding toys, to talk about the actions of the teacher with well-known objects (various actions with water, paper).
Didactic exercises were practiced to reproduce a rhythmic pattern when slapping, tapping or making a sound on any musical instrument.
A number of games were aimed at distinguishing words that are similar in sound composition.
In the game "True or not?" the children were given two circles (red and green) and the task was given: if you hear the correct name of what is shown in the picture, then you will raise the green circle, the wrong one - red. Then a picture was exhibited, on which, for example, a banana was drawn. Sound combinations were pronounced loudly and clearly: TANAM, BAMAN, PAMAN, BANA, BAMAN, etc. The children had to raise the corresponding mugs.
The following didactic exercises were used:
repeat similar words, first two by two, and then three, in the named order: poppy - bak - so; current - knock - current, etc.
from each four named words, choose a word that is not similar in sound to the other three: poppy - tank - so - banana; catfish - com - turkey - house, etc.
Purposeful work was also carried out on the differentiation of syllables.
At the initial stage of the formation of phonemic perception, this stage turned out to be very difficult for children, therefore, in the magic chest of the Chi-Chi-Chi monkey there were many games, exercises such as "Echo", "Abracadabra", "Repeat", "Magic Microphone". The pronunciation of syllabic rows was combined with the development of intonational expressiveness of speech and facial expressions. Syllabic combinations were pronounced with fairy-tale characters:
with Winnie the Pooh, children repeated "yells" and "teasers";
sang songs with Kolobok, etc.
A series of didactic exercises was proposed for the reproduction of syllabic rows of varying degrees of complexity:
reproduction of a syllable series with a change in the stressed syllable;
reproduction of syllabic combinations with one consonant and different vowel sounds;
reproduction of syllabic combinations with a common vowel and different consonants;
reproduction of syllabic combinations with consonants differing in hardness - deafness, first two syllables, then three syllables;
reproduction of syllabic combinations with consonant sounds, differing in softness - hardness;
reproduction of syllable pairs with an increase in the confluence of consonants;
reproduction of syllable pairs of combinations with a common confluence of two consonants and different vowels;
reproduction of syllable pairs with a change in the position of consonant sounds during their confluence.
This work was important for the rehabilitation of the sound-syllabic structure of the word.
Listening to the speech stream of words, recognizing the repeating sound in this stream was helped by a game like “Tell me a word”, “What sound is more common than others?”. Initially, the repeated sound was pronounced exaggeratedly. Various options have been used:
"Rabbit leaf cabbage gnawed,
The cat caught mice and rats. (TO)
"Slacker I'm a red cat
I lay down for myself ... (stomach) ";
This stage of work was the base for the development of auditory attention, auditory memory, preparation for elementary analysis and synthesis of words.
The decomposition of a word into its constituent phonemes is a complex mental function.
Elementary phonemic analysis against the background of a word depends on:
sound character,
positions in a word
sound pronunciation.
The work on the isolation (recognition) of a sound against the background of a word began with articulatory simple sounds, corresponded to their formation in ontogenesis ( a, y, i, m, o, p, t, k etc.).
In the classes on the formation of the phonetic side of speech, each sound was first refined in isolation, and then stood out (exaggeratedly pronounced) in the sound complex, syllabic combinations, words, sentences, and stories. This approach made it possible to prepare children for the sound analysis of words.
When getting acquainted with vowel sounds, attention was paid to their atriculation (lips open, stretched out like a tube, etc.), the presence of a voice during their pronunciation. The vibration of the larynx was determined when adding a voice by applying the back of the hand and “singing them (tactile-vibrational control)”. The melodiousness of vowels was used in the frontal lesson as a technique for passing the exhaled stream of air through the mouth, which was also well felt by the surface close to the mouth.
The concept of “vowel sounds” was consolidated and the conscious assimilation of the acoustic-articular image of sound based on visual, auditory, tactile and kinesthetic sensations was helped by reference signals - diagrams that opened the lifesaver “Traveling through the country of Chrysostom”.
When clarifying the articulation, visual symbols of vowel sounds were introduced. The vowel sound was distinguished on the basis of onomatopoeia using pictures, for example, a girl is crying (a - a - a), a tooth hurts (o - o - o).
To eliminate the difficulty in isolating sounds, extra-speech supports were used.
It was proposed to clap your hands, if a given sound was heard among other sounds, to catch it.
Then work was carried out to highlight the sound against the background of the syllable by ear and in pronunciation. Syllables were proposed, including this vowel sound and without it, (begins with reverse syllables). Work was carried out on the analysis and synthesis of combinations of vowel sounds using visual symbols.
For example, children had 3-4 visual symbols of vowels on the tables, which were subsequently replaced by gray chips. It was proposed to lay out combinations such as AUO, OUA, OIU, etc. They were analyzed using visual support and reproduced in their entirety (read).
The next step was the formation of the ability to determine the presence or absence of a sound in a word. This work began with vowel sounds.
It was proposed by ear (claps) to select a given vowel sound from a number of words with and without a vowel sound in a word. Initially, words were selected with a vowel sound in the initial stressed position.
Experience shows that in five-year-old children with OHP, it is difficult to distinguish a sound from the background of a word.
Stressed vowels are easier to recognize than unstressed ones.
Work was carried out to isolate the first stressed vowel from the word.
The definition of a stressed vowel at the beginning of a word is carried out in three versions:
a) by ear, when the word is pronounced by a speech therapist,
b) after pronouncing the word by the child,
c) on the basis of auditory-pronunciation ideas.
A series of didactic games and exercises "Name the first sound" was held. Pictures were offered. The speech therapist called them, emphasizing the first percussive sound in words. The children, naming the words from the pictures, pronounced the first vowel sound in the word drawlingly, intoning.
An approximate set of words: stork, aster, army, Africa, Anya, Alik.
On frontal, subgroup and individual lessons in pronunciation, games were also used to highlight the first stressed vowel.
Ball game "Which vowel begins the word?" The children sat around the speech therapist. He threw a ball and said a word that started with any vowel. The child caught the ball and, uttering this vowel sound, returned the ball.
Approximate set of words: stork, duck, frost, echo, ear, asters.
Lotto game "Find out the first vowel in the word." The children were given large sheets of pictures, the names of which began with different vowels (for example: cloud, stork, needles, ear) and visual symbols of vowel sounds. The speech therapist uttered a vowel sound. Children on the sheet had to find a word that began with this sound, and close the corresponding picture with a card with a visual symbol.
The winner was the one who had all the pictures closed. It was possible to suggest naming words that begin with the vowel A, O, U.
The isolation of the first consonant from the word was carried out after the children had developed the ability to isolate the sound from the reverse and direct syllables and recognize the sound at the beginning of a word.
According to G.A. Vanyukhina, when determining the sound in a word, children experience particular difficulty when a consonant merges with a vowel (house - d, not do ).
Therefore, it is important that the child is well aware of the task before him, first with more accessible examples:
a) highlighting the initial vowel a_ist;
b) highlighting the initial explosive consonant outside the merger with the vowel with its exaggerated-isolated pronunciation to _ that?;
c) highlighting the initial fricative consonant sh_uba ;
d) highlighting the initial stop-slit exaggerated consonant vata;
e) highlighting the initial stop-passing exaggerated consonant kot.
Extra-speech supports were used.
When determining the 1st - a sound in a word - it is better to pull the fricative consonants and vowels, after paying attention to the longest sound, and offer to slide with it like a string with your hand and in pronunciation: A____nya, s____ani.
The definition of the final consonant was carried out at first on reverse syllables like am, mind, ah, mustache.
Explosives are more easily distinguished from the end of a word. Again extra-speech supports helped:
when determining the last sound in a word, an explosive consonant can be “thrown” (say) on the palm of your hand, slightly separating it from the previous sounds. Connecting the trail of the air jet and exaggerated sound pronunciation, the child easily calls him to ______t;
you can, by imitation of an adult, simultaneously with pronouncing the last sound, “catch” him, making a sharp movement with your hand and clenching your fist, like grabbing a mosquito ma _____ k.
An effective technique for solving this problem was the titmouse (extra-verbal support), where the first sound in the word is the nose of the titmouse, the last is the tail, and the sounds in the middle are wings. "Find tails" means to determine the last sounds in words. "Return noses" - identify the first sounds.
Didactic exercises "Find the tail in the word" were used. Select the last sound in the word, click on it. Words are suggested: house, tank, tube, spider, etc.
Select pictures that end with a given sound (K)
Words: juice, nose, bull, bridge, automatic, whale, pilot, smoke.
The game "Chain of words" was held for an exercise in determining the first and last sounds in words.
This was followed by work on determining the place of sound in the word. An extra-speech support (titmouse) and a sound ruler were used. The sound bar is a rectangular strip divided into three equal parts, which symbolize the beginning, middle and end. Initially, a titmouse was attached to it. The sound bar had a movable chip that indicated the location of the sound. It was clarified that if the sound is not the first and not the last, then it is in the middle. At first, the place of the stressed vowel in monosyllabic - two-syllable words was determined: for example: the place of the sound A in the words Alik, poppy, two. The vowels were pronounced intoned. Further work was carried out to determine the place of the consonant sound in the word.
Games and exercises included common name"Hide and Seek".
“Find out where the consonant hid in the word?” (T)
Words: cottage cheese, compote, cotton wool (with a sound ruler).
Loto game.
We used cards with pictures for a given sound and cardboard strips, divided into 3 parts. The speech therapist called the words, the children determined the position of the sound in the word and put the picture on the corresponding part of the strip.
In the course of the work, the children were offered a fairy tale about the sound Sh, which loves to play hide and seek.
“Once upon a time there was a sound Sh. Sometimes he had a bad mood (what kind of bad mood is this?), And he began to hiss loudly and angrily, like, for example, butter in a pan: “Shhh! Osh-sh-soar! or like a goose: “Shhh! Are you scared…” Singing sounds such as A, O, I. Wu, who were prevented by hissing from singing clearly, decided one day to spank the sound Sh and knock out an angry and annoyed hiss from it. After all, without hiss, the sound Sh ceases to exist. A hat will become an apka, a fur coat will become a slaughter, a hat will become a blunder. But the sound Sh did not want to be spanked, ran away and hid. Where did you hide? Hiding in different words. Cunning! We will find the words in which the sound Sh is hidden. We will not spank it, but just play hide and seek. He hid, and we will find him."
This tale can be used to highlight any sound against the background of a word using the appropriate onomatopoeia.
Taking into account the sequence in the work on the development of elementary phonemic analysis, where work was first built to determine the presence of a sound in a word, then isolating the sound at the beginning and end, as well as its place, the children were offered tasks like:
pronouncing the names of the depicted objects in a low voice, put the chips on those of them in which you heard the given sound (exercise “The Fourth Extra”);
according to the plot picture, name words with a given sound;
come up with words with a given sound;
determine what sound words begin with;
find out what sound the words end with;
put chips on the pictures, in the names of which the given sound is hidden:
in the middle of a word;
at the end of a word;
at the beginning of a word.
The use of game motivations with fairy tale characters, subject symbols (“magic chest”, “wonderful bag”, “lighted flashlight”), extra-speech supports, inhabitants - sounds of the country of Chrysostom developed elementary forms of phonemic analysis. Wherever a little man appeared - a sound, it was necessary to select words with a given sound, close the corresponding pictures with a chip, name words with this sound, locate it in the word.
Speech therapy work on the formation of complex forms of phonemic analysis is not only the ability to distinguish speech sounds, but also to perform more complex operations with them: to determine the sound word composition, the sequence of sounds in a word, the place of each sound in relation to other sounds. In the process of the formation of phonemic analysis, not only the forms, but also the speech material become more complicated. G.A. Kashe suggested the following sequence of presentation of lexical material:
two-syllable words from direct open syllables;
three-syllable words from direct open syllables;
monosyllabic words.
D.B. Elkonin proved that it is advisable to start this work with the material of monosyllabic words, excluding words where consonants are stunned. Only then should two-syllable and three-syllable words be entered. The work on the formation of the skills of sound analysis and synthesis in preschoolers with OHP of level III was built taking into account the theoretical positions developed by D.B. Elkonin, in the framework of studying the features of teaching preschoolers to read and write.
At the stage of acquaintance with the phonetic system of the language, all work was carried out taking into account the materialized basis of learning. Visualization was the means of such materialization. Visualization was a card with an image of an object and a scheme of the phonemic composition of a word on it - cells, the number of which corresponds to the number of phonemes of the analyzed word. Neutral color chips (gray) were offered. The work began with monosyllabic words like poppy, cat, onion.
At this stage, a special method of pronouncing words was used, which D.B. Elkonin called intoned, and B.M. Grinshpun - accented.
A method was proposed for isolating sounds in a certain sequence. At first, the child heard the sound that the adult emphasized intonation in the word. He did not call it in isolation, but could only repeat the whole word after the speech therapist, highlight the desired sound intonation:
m-m-m-ak
m - a-a-a-k
ma-k-k-k
At the next step, the child could name each sound in isolation, hearing how the teacher intonation distinguished him.
For example, the word SOK was proposed for sound analysis.
The work was carried out as follows:
listen to what I say and name the first sound: s-s-s-ok;
listen to what I say, and name the second sound: s-o-o-o-k;
listen to the third sound: so-to-to-to.
Chips were laid out, sounds were pronounced sequentially, their number was specified. Only after that did the children pronounce the word on their own with the intonational emphasis on the desired sound and the name of this sound separately. Such consistent work was important because the children mastered the method of isolating sounds in a word: the ability to isolate any sound in a word, determine its place in a word, independently name words with this word.
Further, the work became more difficult. The formation of the action of phonemic analysis took place in the speech plan, first with the use of a picture, then without it. Children called the word, determined the sequence of each sound, their number. A more difficult stage was the formation of the action of phonemic analysis in the mental plane. Children practiced determining the quantity, sequence and place of sound without naming the word.
Then the children got acquainted with vowel phonemes.
Before introducing the appropriate chip color to determine the vowel sound, it was necessary to form a clear orientation to the vowel sound.
The concept of "vowel sound" was worked out in the course of previous work based on the signal circuit. It was noted that the vowel sound is the one that can be sung, and not pulled.
Everyone knows that sounds are only heard and pronounced. And for some reason the kids wanted to see them. Cheerful little people - sounds began to live only in the fabulous country of sounds - Chrysostom - the country of beautiful and correct speech.
Six vowels - six girls. The half-open mouth spoke of the free exit of the air stream: vowels easily sing voiced, long songs.
The red color of the dress - the square corresponded to the designation used at school, the bell - the sonority of the sound, the position of the lips - the schematic articulation.
The children called these sounds Singers. They gave them the surname Vowels.
The materialized support was the same graphic schemes, the same method of pronouncing words. Red chips were introduced.
Traveling around Chrysostom, there was an acquaintance with its inhabitants - consonant sounds. This was the next stage of work.
All consonants depicted four boys. Compressed lips are a symbol of an obstacle in the way of exhaled air. The songs did not work for the consonants: they whistled, hissed, exploded, they could be pulled (w-w-w), but not sung. Articulation was not shown. They were called Mixers in a magical country, so their last name is Consonants. And the name and patronymic of the sound were recognized later.
The children got acquainted with the "Tale of Merry Sounds".
“Once upon a time there were funny sounds. They knew how to sing songs. Their names were A, E, O, U, I, S. And all together they were called "vowel sounds". The vowels had ringing voices and they sang like birds. Once they sang so cheerfully that other sounds also wanted to sing.
P, p, p, p, - the sound of P puffed. Puffed, puffed, but could not sing a song. He wept, grieved: "Oh, how unsinging I am, I have no voice, I cannot sing."
T, t, t, t, - the sound of T faded. Tukal, tukal, but he could not sing a song either. He began to cry, he grieved: “Oh, how muffled I am, I also have no voice, almost no one hears me.”
K, k, k, k, - the sound of K grunted. Grunted, grunted, but could not sing a song. He wept, grieved, because he also really wanted to sing.
Do not grieve, melodious sounds! - said the vociferous sound A, - We, the vowel sounds, can help you. Only you must always stand by our side. Do you agree?
Agree! Agree! – shouted unsinging sounds.
That's good! For this, we will call you all together “consonant sounds,” said the vowels.
At this stage, there was an acquaintance with two phonetic oppositions:
first - by hardness - softness;
then - by hardness - deafness.
Acoustic control was the main means of control determining the differentiation of hard and soft sounds.
Cards with the image of the subject and the scheme were given.
It was proposed to listen to how the vowels sound in the words CAT and KIT? Same or different?
Then it turned out how the first sounds in these words sound?
Word schemes were laid out using color symbols.
D.B. Elkonin proposed yellow to denote hard consonants, green - soft. Traditionally, in working with older preschoolers, blue is used to indicate hard consonants, green is used for soft consonants.
In the country of Chrysostom, solid consonants wore blue suits - squares. They had a strict, firm character: they knocked strictly (t-t-t), puffed strictly (p-p-p), growled strictly (r-r-r). Soft consonants loved green suits - squares, because they had a gentle, soft character. They pounded softly (p-p-p), puffed softly (p-p-p), and even growled softly (p-p-p).
The differentiation of voiceless and voiced consonants occurred on the basis of tactile-vibrational control (i.e., on the basis of the vibration of the vocal folds). An image of a bell was entered. Voiced consonants wore bells, deaf - without bells.
In mastering the analysis and synthesis of words, the inhabitants of Chrysostom helped. They were friends, sang their songs, merging into one melody. By the end of this stage, the children in the sound analysis classes had five different types chips.
Red chips were used to indicate vowels, blue with a bell for hard voiced consonants, blue without a bell for hard voiceless consonants, green with a bell for soft voiced consonants, green without a bell for soft voiceless consonants. When conducting a phonemic analysis, the scheme of the sound composition of the word was filled with colored chips.
In the future, when getting acquainted with a new sound, the children independently put on a suit for it, gave a description according to the reference scheme.
The next work was carried out on transformation, changing the sound shell of a word through a system of vowels or consonant phonemes. Changing the sound shell through a system of vowels or consonant phonemes was carried out one at a time, for example,
* varnish - poppy - cancer; * lacquer - face - onion.
At this stage, such sound combinations were offered so that the child could operate with the semantics of the given word.
Learning about vowels and consonants, hard and soft children learned to carry out a phonemic analysis of words of any complexity.
Here are some types of work on the development of complex forms of phonemic analysis:
pick up words with a certain number of sounds, for example, with three sounds, four;
choose pictures, in the name of which a certain number of sounds (the game "Pyramid");
pick up words where the given sound would be in the first, second, third place;
name the words according to the proposed scheme;
by converting words by adding sound
at the beginning of the word: mouth - mole, fur - laughter;
at the end of the word: ox - wolf, floor - regiment;
by converting words, changing one sound of a word (chain of words) catfish - juice - soup - sokh - sor - cheese - son - dream;
rearranging sounds: linden - saw, stick - paw.
The development of language analysis and synthesis was served by tasks like:
from the first sounds in the names of each three pictures, make a one-syllable word;
make a word from the first sounds in the names of each of the four pictures, etc.
The division of words into syllables also helped to more effectively master the sound analysis of the word. The work began with simple exercises.
In the game "Tell the Word" the speech therapist said the first syllable, and the child - the second. Then the children called the memorized words in full:
shi-na, ti-na, mi-na.
In the process of formation of syllabic analysis and synthesis, the phased mental actions are taken into account. At first, exercises based on external, auxiliary means were offered: to slap a word, to tap, to walk. In the game “Walk the word”, the speech therapist showed that when pronouncing different words can be done different amount steps (moon, car, plane). The children were asked to walk through the words they made up. Having learned to correctly pronounce words of two or three syllables, not complicated by the confluence of several consonants, games were used to master a more complex sound-syllabic composition.
In the game “Pick a similar word”, the teacher named a word of two syllables, and the child picked up a word of three syllables with the same ending. If the child found it difficult, he could choose a word using the pictures selected for the game and laid out in front of him:
fir-panicle, watering can-sticker, cannon-cracker.
Then, in the process of developing auditory analysis in terms of speech, the ability to distinguish a vowel sound in a word was formed. Graphic schemes of words were used.
At the last stage, the following games were used:
"Confusion"
The teacher spoke two syllables. It was necessary to swap them and name the resulting words.
Syllables: ka-mas, ta-pas, cha-Ka, ka-sum, na-sos, etc.
"Come up with the beginning of a word"
The host said the end of the word. The child added the first syllable and called the whole word.
Syllables: - bus, - meta, - neta, - midor, - daughter, - los, etc.
D.B. Elkonin emphasized: “On how the child will discover the sound reality of the language, the structure of the sound form of the word, depends not only the assimilation of literacy, but also all subsequent assimilation of the language-grammar and the spelling associated with it.”
After the completion of this work, a survey of children with OHP level III was again conducted. The data obtained are presented in Appendix 3. The summarized data are presented in Table 3.
Data of the control examination of the speech of children with OHP level III
Table 3
|
Phonemic perception |
Articulation motility |
Sound pronunciation |
The syllable structure of the word |
|||||||||
|
High |
average |
short |
High |
average |
short |
High |
average |
short |
High |
average |
short |
|
|
First stage |
||||||||||||
|
Final examination |
||||||||||||
Thus, it became clear that work on the development of phonemic perception influenced all components of the speech development of children, including the level of sound analysis and synthesis.
During the control examination, all children with OHP level III demonstrated a sufficient level of auditory perception.
When performing speech tests for the formation of elementary phonemic analysis, the sound in the word was accurately determined and the words with the given sound were selected by 45% and 30% of the children, respectively, the rest needed only minor variable assistance from an adult.
When performing tasks on the selection of the first and last sounds in words, 80% and 90%, respectively, showed a sufficient level of formation of this type of sensitivity, of which 30% had a high level.
The percentage of correct and independent determination of the place of sounds in the middle of a word was 22%, 61% - with minimal help.
To analyze the word, decompose it into sounds, determine their number, divide the word into syllables became available to the majority of children (92%).
This can be seen in more detail in Figure 3.
Figure 3
Comparative analysis survey data of children with OHP at the ascertaining and control stages
As can be seen, all indicators of the sensorimotor side of children's speech, including those that describe the skills of sound analysis and synthesis, have improved significantly. Consequently, the hypothesis that speech therapy work on the formation of phonemic perception will also increase the level of formation of sound analysis and synthesis skills in older preschoolers with level III OHP was confirmed.
Conclusion: consequently, it is precisely the shortcomings of phonemic perception that underlie the difficulties in developing the skills of sound analysis and synthesis.
Conclusion
In connection with the specifics of the study, the psychological and pedagogical classification was in the sphere of our attention. Speech disorders in this classification are divided into two groups. The first group includes a violation of the means of communication, which includes the general underdevelopment of speech.
Children with speech development disorders have a reduced ability both to perceive differences in the physical characteristics of language elements and to distinguish between the meanings that are contained in the lexical and grammatical units of the language, which, in turn, limits their combinatorial capabilities and abilities necessary for the creative use of constructive elements. native language in the process of constructing a speech utterance.
Phonemic perception is the first step in the progressive movement towards literacy, sound analysis is the second. In the modern methodology of teaching literacy, it is generally recognized that practical familiarization with the sound side of a word is a necessary prerequisite for mastering reading, and subsequently writing in languages whose writing is built on the sound-letter principle.
Work on the formation of phonemic perception at the very beginning should be carried out on the material of non-speech sounds. In the process of special games and exercises, children need to develop the ability to recognize and distinguish between non-speech sounds.
Then you should learn to distinguish between words that are close in sound composition. Later - to distinguish syllables and then phonemes of the native language.
Subsequently, work should be carried out to highlight the sound against the background of the word, isolate the first and last sound from the word, determine the location of the sound in the word.
task last stage work should be the development of complex forms of phonemic analysis: determining the sequence of sounds in a word, their number, the place of a sound in a word in relation to other sounds.
Regardless of what level of general underdevelopment of speech (III - II) children are being worked on, it is necessary to solve the following tasks:
a) direct students' attention to the sound side of speech;
b) to teach to distinguish sounds by ear, to develop auditory perception;
c) work out and refine the articulation of preserved sounds, i.e. those sounds that are pronounced correctly in isolation, but in speech usually do not sound clear enough, blurry;
d) introduce the speech of those sounds that will be re-delivered;
e) to differentiate and fix in speech those sounds that changed among themselves;
f) to consolidate the level of sound analysis and synthesis with which the children came to speech therapy classes, and then gradually lead them to the assimilation of more complex forms of sound analysis and synthesis.
It was found that children with normal speech are distinguished from children with speech pathology by the level of development of phonemic perception and skills in analyzing the syllabic structure of a word - almost all children with a speech norm have a sufficient level of this type of sensitivity. Children with a speech norm do not have articulatory motility disorders. There are significant differences in the level of formation of sound pronunciation and proficiency in determining the syllabic structure of a word between children - a third of children with OHP have such disorders. Half of the children with OHP level III had difficulties in reproducing syllabic rows of varying degrees of complexity. More than half of the children (70%) did not know elementary phonemic analysis. The greatest difficulty for most children was complex phonemic analysis. It was suggested that the main difficulty that prevents the normal acquisition of speech in children with general underdevelopment of speech is the lack of phonemic perception of sounds, phonemes, words.
As a result of comprehensive work on the development of phonemic perception, all indicators in children, including those that describe the skills of sound analysis and synthesis, have improved significantly. Suffice it to say that analyzing a word, decomposing it into sounds, determining their number has become available to most children (92%). Thus, the hypothesis that speech therapy work on the formation of phonemic perception will also increase the level of formation of sound analysis and synthesis skills in older preschoolers with OHP level III was confirmed.
Consequently, it is precisely the shortcomings of phonemic perception that underlie the difficulties in developing the skills of sound analysis and synthesis.
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