Arkhipova protocol for examining phonemic processes in preschoolers. Review of methods for studying the formation of phonemic analysis. Phonemic Representation Task

The main principle in selecting material for examining phonemic processes was the principle of sequential transition from simple to more complex.

During the examination, the speech therapist asks the child to carefully examine the picture and complete the corresponding task, which are located on the back of each picture. The results of the implementation are recorded in the examination protocol or the child’s speech card.

1) Examination of phonemic awareness.

Here are tasks like:

Determine the presence or absence of a given sound in a word;

Show pictures with a given sound;

Hear a word with a given sound;

Match pairs of pictures to the paronymous words.

2) Phonemic analysis survey.

The phonemic analysis examination is based on the methodology of L.F. Spirova, which recommends starting the examination by isolating vowel sounds at the beginning of the word under stress and consonant sounds at the end of the word, gradually moving on to sound positions that are more difficult for children.

Determine the place of the sound in the word;

The ability to determine the place of a consonant sound in a word is examined in a similar way, but only starting from the position when it is at the end of the word.

Select a consonant sound from a combination of two sounds;

Determine the number of vowels or consonants in a word;

Determine how many sounds a word consists of;

Identify all the same sounds in two named words;

Determine the place of sound in a word;

Determine the sequence of sounds in a word.

3) Examination of phonemic synthesis.

When examining phonemic synthesis, the ability of children to compose words from a different number of sounds in different sequences is determined:

Compose words from a given number of sounds;

Compose words from sounds given in a broken sequence.

4) Examination of phonemic representations.

This examination allows the speech therapist to identify the children’s ability to operate with the results of phonemic analysis:

Choose words on a specific topic;

Choose a word for a given sound;

Choose a word for a given sound, indicating its place in the word;

Choose a word that begins with the same sound as the one named by the speech therapist.

Phonemic synthesis survey.

Exercise 1. Compose words from a given number of sounds:

BAG

SHELF

A CAP

Task 2. Compose words from sounds given in a broken sequence:

A survey of phonemic awareness.

Exercise 1. Choose a word that begins with the same sound as the one named by the speech therapist.

TABLE-BAG

WINTER-ZEBRA

Exercise: Highlight the consonant sound at the beginning of the word.

Exercise: Determine the number (vowels or consonants) of sounds in a word.

Exercise: Match pairs of pictures to the named words and paronyms.

Exercise: Show pictures with the specified sound.

Exercise: hear a word with a given sound.

(V) A crow is sitting on the fence.

Vova has new felt boots.

(n) Natasha sings well.

Nastya's leg hurts.

(m) Masha was eating porridge.

The boy drinks milk.

(and) Ira saw a beetle.

Bear cubs live in the forest.

(h) There is a hare in the clearing.

Zoya has a pink bow.

(P) Mom is making soup.

Pasha drew a palm tree.

(To) Nina has juice.

The picture shows a poppy.

(w) Masha bought a ribbon.

Lena has a big ball.

(With) An owl is flying.

Phonemic perception can suffer in combination with defects in sound pronunciation, as well as independently, while other aspects of speech are preserved. When examining sound pronunciation, it is necessary to check its condition, since underdevelopment of phonemic perception can be the cause of dysgraphia and dyslexia.

During the examination, the child is asked to raise his hand and clap his hands if he hears a pre-agreed sound, a syllable in a series of syllables. You can also invite the child to write or put together syllables called by a speech therapist from a cut alphabet.

They suggest reflectively pronouncing a series of straight syllables, with oppositional consonants, which the child can pronounce correctly, but the opposition must be taken into account:

· sonority – deafness “P” “B”;

· softness – hardness;

· place of education “B” “D”;

· method of formation “S” “W”.

Children under the age of 5-5.5 years are asked to listen and reproduce two syllables, over 5.5 - three. The examination is carried out in the form of a game; the child should not see the speech therapist’s articulation. (Screen) The task is presented at a slow pace, several times, and it is necessary to change the sequence of syllables. The child must repeat exactly according to the model; in case of difficulty, the number of syllables is reduced.

You can also use other techniques, but you must also take into account the same signs of opposition:

Place several pictures on the table in random order, the names of which differ from each other by oppositional consonants, for example: roof - rat, barrels - kidneys, varnish - cancer. The speech therapist names the word, and the child gives him the corresponding picture;

Ask the child to repeat after an adult familiar words that differ in one sound, for example: kit - cat - com or catfish - juice - bough, beetle - bough - onion, tom - house - lump - lom-som, bear - bowl, goat - scythe, puddle - skis, day - shadow - shadow.

You can check in different ways: invite the child to explain, for example, what a “puddle” is, what “skis” are, etc. This technique allows us to identify not only the level of phonemic perception of the child, but also his attention, as well as auditory memory. When filling out a speech card, all pairs that the child does not distinguish clearly enough are noted.

In preschool children, it is necessary to check the state of phonemic analysis. The child is offered tasks to determine the presence or absence of a given sound in a word. They propose to classify pictures according to the presence of a given sound in their names.

As a result, the examination becomes comprehensive, comprehensive and dynamic and makes it possible not only to analyze speech disorders, but also to outline a plan for the most effective help.

To carry out the examination described, it is necessary to have at least a certain minimum of aids: several of the toys most beloved by children (a bear, a doll, a bus, a car, etc.); 2-3 story pictures with simple, understandable content; a series of sequential pictures; several series of subject pictures, selected according to various categories (clothing, dishes, vegetables, etc.); subject pictures selected according to the presence of the sounds being tested in their names; typesetting cloth; cash register with letters; 2-3 different primers; books for reading grades I, II, III, such as “Little Stories” by L. N. Tolstoy, illustrated fairy tales; several games like lotto and dominoes.

The speech therapist must take into account that failures in school education create in the child a sharply negative attitude towards all aids used at school (primers, reading books, etc.), and that their use during examination may cause refusal to complete the assigned task. In such cases, the speech therapist must be able to use a wide variety of materials: literary texts of varying difficulty, alphabetic texts, but designed in the form of cards, tablets, etc.

When examining children's institutions (kindergartens, schools), a so-called short or indicative survey is used. It helps identify children who need speech therapy help. When children are included in work, a full examination must be carried out.

During a brief examination, the child is asked to pronounce a familiar poem, a sentence in which, if possible, all the most frequently mispronounced sounds are presented, for example: An old grandmother knitted woolen stockings or a black puppy sat on a chain near the kennel(whistles, hissing, voiced, r, l).

Questions for self-control:

1. Describe the basic principles of examining children’s speech. How are they implemented when examining the state of sound pronunciation?

2. What forms of identifying violations of sound pronunciation do you know? What are the goals of a frontal and individual examination?

3. Why is it necessary to pay attention to the state of the articulatory apparatus when examining pronunciation? Explain what sounds and why may be disturbed due to anomalies of the hyoid fold, dentition, bite, palate?

4. What is the system for identifying sound pronunciation disorders in children? Which phonetic groups need to be examined? What is the system for identifying the pronunciation features of each of the identified sounds?

5. Methodology for conducting an examination of sound pronunciation: in what sequence is the examination of sounds carried out, what techniques are used when examining people of different ages, what material is selected for the examination, how the results of the examination are recorded.

1 RSE with the rights of economic management “Karaganda State University named after Academician E.A. Buketov" Ministry of Education and Science of the Republic of Kazakhstan

The article examines the levels of formation of phonemic processes in preschool children with phonetic-phonemic speech underdevelopment. Children with phonetic-phonemic disorders need targeted correctional and developmental work to develop phonemic awareness. Effective correctional work is impossible without carefully determining the features of phonemic representations. The article is an experimental study of the levels of formation of phonemic processes in older preschool children with phonetic-phonemic speech underdevelopment. A description of a series of tasks aimed at determining the characteristics of auditory perception of non-speech sounds and phonemic perception and analysis is given, and the results of the study are reflected. The relevance of the article is related to the need to find optimal ways for the development of phonemic awareness in older preschoolers with FFND.

preschoolers with phonetic-phonemic speech underdevelopment

phonemic process

phonemic representation

adequacy and differentiation of phonemic representations

auditory perception

phonemic awareness

1. Golubeva G.G. Correction of phonetic speech disorders in preschool children. – St. Petersburg, 2000. – 183 p.

2. Golubeva G.G. Violations of the phonetic aspect of speech in preschool children with mental retardation // Speech therapist in kindergarten. – 2006. – No. 4. – P. 16–21.

3. State program for the development of education of the Republic of Kazakhstan for 2011 – 2020 (No. 922 of February 1, 2010).

4. Efimenkova L.N., Correction of oral and written speech of primary school students. – M.: VLADOS, 2004. – 358 p.

6. Konovalenko V.V. Corrective work of a teacher in a preparatory speech therapy group (for children with functional disabilities). – M.: Pedagogy, 2001. – 97 p.

7. Lalaeva R.I. Formation of vocabulary and grammatical structure in preschoolers with general speech underdevelopment / R.I. Lalaeva, N.V. Serebryakova. – SPb.: SOYUZ, 2001. – 156 p.

8. Speech therapy / ed. L.S. Volkova, S.N. Shakhovskaya. – M.: VLADOS, 2005.

In preschool educational organizations, in accordance with the Law of the Republic of Kazakhstan “On Education”, educational programs are implemented aimed at “... realizing the inclinations, inclinations, abilities, talents of each child and preparing him for mastering the educational program of primary education on the basis of an individual approach, taking into account the characteristics of development and condition health." In the State Program for the Development of Education of the Republic of Kazakhstan for 2011-2020, preschool education is tasked with high-quality preparation of children for school.

In preschool age, all aspects of the child’s psyche receive a certain direction of development, but speech and cognitive development occurs more intensively. It is the senior preschool age that is the link that carries out the continuity between preschool and school education.

At present, specialists (M.E. Khvattsev, O.A. Tokareva, R.I. Lalaeva, L.N. Efimenkova, etc.) no longer doubt that for a child to successfully master written language, before starting to learn to read and write the necessary prerequisites for this must be created. Success in mastering literacy is largely determined by how well the child masters the sound side of speech: correct pronunciation, the ability to distinguish sounds by ear, as well as determine the presence and place of given sounds in a word.

Purpose Our study was to determine the level of formation of phonemic processes in older preschoolers with phonetic-phonemic speech underdevelopment (FFSD).

Before the research procedure, the children’s personal files, medical documentation, and psychological and pedagogical examination protocols were studied. Particular attention was paid to the results of a medical examination of physical hearing to exclude an audiological defect.

To determine the level of development of phonemic processes in older preschoolers with FFDD, methods developed by L.S. were used. Volkova, G.G. Golubeva, V.V. Konovalenko.

The procedure for conducting the ascertaining experiment took into account the psychological and behavioral characteristics of children in senior preschool age. To do this, clear, accessible instructions were presented to achieve their understanding of the category of children in question. The involuntary nature of cognitive processes, inconstancy of voluntary attention, and increased fatigue of children in this category were also taken into account.

The experiment was carried out individually with the presentation of a series of tasks, combined into two blocks:

1. Tasks aimed at identifying the characteristics of auditory perception of non-speech sounds (5 tasks).

2. Tasks aimed at identifying the characteristics of phonemic perception and analysis (4 tasks).

It is known that the level of formation of phonemic processes is determined by the level of formation of phonemic representations. In this regard, the following were adopted as criteria and indicators for assessing the level of formation of phonemic processes:

Adequacy of phonemic representations, i.e. phonemic representations fully correspond to the presented material.

Differentiation of phonemic representations, i.e. phonemic representations are characterized by stability and accuracy.

Lack of phonemic representations.

Let's consider the goals and content of the tasks presented for these blocks (the numbering of tasks for the blocks is continuous).

The first block consists of tasks aimed at identifying the characteristics of auditory perception of non-speech sounds.

Task No. 1. The goal is to accurately determine the sound source.

Task No. 2. The goal is to determine the number of sound signals.

Task No. 3. The goal is to determine the direction of the signal.

Task No. 4. The goal is to determine the strength, duration - brevity, unity - intermittency of sound.

During the presentation of the tasks of the first block, attention was paid to the child’s interest in the tasks, his emotional manifestations, if any, what kind, the ability to listen carefully and try to correctly identify the sounding instrument was assessed. If there was difficulty in pronouncing words or naming an instrument, the ability to correlate the sound of the instrument with its image in the picture or the child’s ability to show it using imitative movements was assessed.

Qualitative and quantitative analysis of the research results allowed us to identify three levels of development of auditory perception of non-speech sounds in older preschoolers with FFND.

The first (high) level is characterized by adequate auditory representations, i.e. when the ideas fully correspond to the material presented aurally. Children unmistakably recognize the sounding instrument, name it or show a card with its image. Without relying on a visual analyzer, children count the number of signals by ear and determine the direction of the sound source. Older preschoolers are able to determine the strength, spectrum, and duration of sound. The voices of birds and animals were unmistakably identified. 20% of subjects were classified at this level.

The second (middle) level is characterized by undifferentiated auditory representations. These are unstable and inaccurate processes that are expressed in substitutions of the presented material. Children make mistakes in identifying the source of the sound, do not name it, do not show it in the picture and do not imitate it with movements. Preschoolers count the number of signals by ear, determine the direction of the sound source based on auditory-visual perception. They experience significant difficulties in determining the nature of sounds, because these are more subtle distinctions of sounds. Children with FFDD have difficulty distinguishing the voices of birds and animals, but with assistance (showing pictures), they were able to name them and select onomatopoeia for the voices of birds and animals. 50% of older preschoolers with FFND were classified at this level.

The third (low) level is characterized by the absence of auditory ideas. Children with FFDD were unable to name the sounding toys, did not correlate them with pictures, and made a large number of errors when determining the number of signals and their direction. It is not possible to determine the strength, duration and spectrum of sounds, or to distinguish between the voices of birds and animals. 30% of the subjects made up the group of children with a low level of development of auditory perception.

Thus, we can conclude that the auditory perception of older preschoolers with FFDD is characterized by undifferentiation, instability, inaccuracy of auditory ideas, manifested in difficulties in determining the exact source of sound, the number of sound signals, the direction of sound, determining the strength, duration, spectrum of sound, and distinguishing voices birds and animals.

The second block consists of tasks aimed at identifying the characteristics of phonemic perception and analysis.

Task No. 6. The goal is to examine the perception and differentiation of isolated sounds.

The material for the examination is a series of isolated sounds pronounced by a speech therapist: n, p, s, d, z, sh, h, v, s, zh, c, t, fl, k, sh, r, m, s, sch, sh, l, h, r, m

b, d, h, m, l, n, k, r, p, r, d, l, tsh, x, s, t, g, w, h, w, h, p, m, w

During this task (perception and differentiation of isolated sounds), we obtained the following results: 20% of children have a violation of the perception of those sounds that are replaced or mixed in their speech. For example, when examining the sound d, a flag was raised for both the sound z (absent in speech) and the sound d (its substitute). When examining the sounds r and r', a flag was raised for the sounds r, r' and their substitutes l and l'. When examining the sound x (absent) for the sounds x and k (substitute), when examining the sounds sh, shch and s for the sound t, which is their substitute. Some children found it difficult to examine only those sounds that were absent in their speech; the remaining consonants and vowels in the children’s phonemic perception were not impaired. 80% of children experienced difficulties not only in recognizing the sound of absent, distorted or mixed speech, but also when pronounced without disturbance.

Task No. 7. The goal is to examine the perception and differentiation of sounds in syllables.

The examination is carried out on the material of a series of two to three syllables of the consonant-vowel type and includes the differentiation of syllables containing: acoustically similar, but articulatory distant sounds; acoustically and articulatorily close sounds; articulatory close but acoustically distant sounds.

Sa-sha, sho-so-sho, sya-scha-sya, Zu-zhu, for-zha-zya, zo-zho-zo

Su-tsu, sy-zy-zy, sy-zy-syTsa-sa-tsa, sa-tsa-tsu, sy-tsy-sy

Zhi-zhi-shi, sho-sho-jo, zhu-shu-zhu Chu-schu, cha-cha-cha, shchi-schi-chi

Pa-bo-py, bo-bo-po, ba-po-po Go-ku-ga, ka-ha-ko, ha-ha-ka

To-do-you, to-tu-ta, to-da-do Fo-woo-f, you-fo-woo, fu-fo-va

Ra-la-ro, la-lo-ra, ru-ra-la Tsa-tya-tsa, tsu-tsu-tsu, tsu-tsu-tsa

Ha-ka-ho, coo-ha-ka, co-co-ha

The results of this task showed the following: 20% of children incorrectly perceive only those sounds that are absent or replaced in oral speech. When reproducing a syllable chain for a speech therapist, they can swap them or pronounce them correctly. 80% of children have difficulties not only in perceiving sounds that are absent in speech, but also those that they pronounce correctly. It was also noted that children experience difficulties in perceiving and reproducing sound chains containing sounds that are subject to distortion in speech. In addition, when performing this task, in some children we discovered a violation of the perception of the integrity of the sounds ya, yu, yo, ye that make up the letters ya, yu, ё, e. When examining syllable chains containing the syllables schya, sya, tya, tyu it was discovered that that children reproduce as sha, sa, ta, tu, i.e. only the last component.

Task No. 8. The goal is to test the ability for elementary sound analysis.

For listening, two- and three-syllable words are offered, with a forward and backward syllable at the beginning and end of the word, with the desired sound in the middle of the word. We selected words in which the desired sound turned out to be intact for each specific child. Analysis of sounds impaired in the pronunciation and perception of the child was completely excluded.

In the course of determining the ability for elementary phonemic analysis, we found that 20% of children do not experience difficulties in determining the first and last sound in a word. 20% of children cope with isolating a sound from the middle of a word. 10% of children cope with finding the sound at the beginning and end of a word only in a backward syllable and have difficulty if the syllable is forward and open. So, in the word mask the first sound is the whole syllable ma, in the word sani the syllable sa, the last sound in the word machine is the syllable na. Difficulties in determining the sound in a direct open syllable arise in children for the reason that in the pronunciation of a direct open syllable, the consonant and vowel merge, and the vowel can be identified by a child with FFN as an oversound of a consonant. 50% of children cannot distinguish the initial and final sounds of a word.

Task No. 9. The goal is to examine the differentiation of correct and defectively pronounced sounds.

The speech therapist pronounces words (lamp, soap, chair, sofa, etc.) with defectively pronounced or replaced sounds by imitating

a) the child’s pronunciation;

b) defects that are not present in the child’s speech;

c) correct pronunciation.

The results of this task showed that in 80% of cases children cannot distinguish correct pronunciation from incorrect ones if the speech therapist imitates a violation of sound pronunciation characteristic of a given child. In 20% of cases, children can distinguish the correct pronunciation from the pronunciation that corresponds to the violation of sounds characteristic of a given child. In 50% of cases, children could distinguish correct pronunciation from a defective one if the speech therapist imitated a defect different from their own, and in 100% of cases in cases with sounds that were correctly pronounced and perceived by them. In general, all children cannot recognize impaired pronunciation if the defect is similar to their own and words containing sounds that are impaired in their phonemic perception are offered for recognition.

Qualitative and quantitative analysis of the research results allowed us to identify three levels of development of phonemic perception and analysis of older preschoolers with FFND.

The first (high) level is characterized by adequate phonemic representations, i.e. when phonemic processes fully correspond to the sound material presented to the ear. Children have impaired perception only of those sounds that are replaced or mixed in their speech. They are characterized by the ability to perform basic phonemic analysis, to distinguish correct pronunciation from pronunciation corresponding to the violation of sounds characteristic of these children. 10% of subjects were assigned to this level.

The second (middle) level is characterized by undifferentiated phonemic representations. These are unstable and inaccurate processes that are expressed in substitutions of the presented material. Children in this group have disturbances in the phonemic perception of sounds that are correctly pronounced both in an isolated version and in the speech stream, but differ in subtle acoustic or articulatory features. The ability to perform basic sound analysis is impaired. They find it difficult to distinguish correct pronunciation from impaired pronunciation if a defect is imitated that is absent in their speech and in the sounds they correctly perceive. 50% of older preschoolers with FFND were classified at this level.

The third (low) level is characterized by the absence of phonemic representations. This level is characterized by difficulties not only in recognizing the sound of absent, distorted or mixed speech, but also that pronounced without disturbance. The subjects do not master elementary forms of phonemic analysis and do not distinguish correct pronunciation from defective ones. 40% of the subjects made up the group of children with a low level of development of auditory perception.

Thus, we can conclude that the phonemic perception of older preschoolers with FFDD is characterized by undifferentiation, instability, and inaccuracy of phonemic representations, which manifests itself during any presentation of the material (in an isolated version, syllable chains, when presenting words for differentiation and independent selection of pictures for a given sound ), difficulties in basic phonemic analysis. In addition, a violation of phonemic perception prevents this category of children from fully controlling both their own and others’ speech.

Bibliographic link

Zarkenova L.S., Ilyasova B.I. DETERMINING THE LEVEL OF FORMATION OF PHONEMATIC PROCESSES IN PRESCHOOL CHILDREN WITH PHONETIC-PHONEMATIC SPEECH UNDERDEVELOPMENT // International Journal of Experimental Education. – 2016. – No. 1. – P. 52-56;
URL: http://expeducation.ru/ru/article/view?id=9385 (access date: 10/23/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

At the beginning of a practical study in the field of features of the development of phonemic processes in preschoolers with OSD, we organized a ascertaining stage.

We conducted a study of the formation of phonemic processes in preschool children in 2013. The study involved 10 children, six boys and four girls, attending the senior group of a kindergarten for children with speech disorders. The ascertaining experiment was carried out on the basis of the municipal educational institution correctional kindergarten No. 279 of the Krasnoarmeysky district of Volgograd. The group for the examination included children whose personal files contained a conclusion about the presence of general speech underdevelopment, the third level of speech underdevelopment (according to the classification of R. E. Levina).

The purpose of the examination was to identify the characteristics of phonemic processes in children with general speech underdevelopment.

The following tasks were set:

- select methods for diagnosing the level of development of phonemic processes in preschoolers with general speech underdevelopment;
- select a criterion basis for analyzing and assessing the characteristics of the formation of phonemic processes in children 5-6 years old with general speech underdevelopment;
- create the necessary conditions for the examination;
- analyze the survey results.

To achieve this goal, we selected the following diagnostic methods:

1. Methodology for examining phonemic hearing by Arkhipova E.F.

Title: Phonemic Hearing Screening System

Goal: to identify the level of development of children’s phonemic hearing.

The proposed system for examining phonemic hearing includes techniques traditional for speech therapy practice for assessing children's speech.

The system is of a test nature, the procedure for its implementation and the scoring system are standardized, which allows you to clearly present the picture of the defect and determine the severity of the phonemic hearing disorder. In the future, the system is convenient for tracking the dynamics of the development of a child’s phonemic hearing and the effectiveness of correctional interventions.

The system includes the following samples.

1) recognition of non-speech sounds;
2) distinguishing the height, strength, timbre of the voice;
3) distinguishing words that are similar in sound composition;
4) differentiation of syllables;
5) differentiation of phonemes;
6) basic sound analysis skills.

Criteria for evaluation:

1. Recognition of non-speech sounds

Goal: To identify children’s ability to recognize non-speech sounds.

1. Instructions: “Listen carefully and say or show what it sounds like.”

Children are asked to determine by ear which instrument sounds: tambourine, rattle, bell.

2. Instructions: “Listen carefully and determine what sounded.”
- car horn
- ringing bell
- water transfusion
- hitting the tambourine
3. Instructions: “Tell or show.”
- What's the noise?
- What's buzzing?
- Who's laughing?
- What does it sound like?
- What's rustling?

For research, the speech therapist offers games with musical instruments, different types of boxes (metal, plastic, wood, glass), when you tap on them you can hear different sounds; the child is also shown objects familiar to him (pencil, scissors, a cup of water and an empty cup, paper), and without visual support the child is asked to determine what he will hear and talk about the adult’s actions as fully as possible.

4. Instructions: “I will hide the toy, and you will look for it. If you are close, the drum will play loudly, if you are far away, it will play quietly.”
5. Instructions: “I will cover the hares, and you guess which hare played the drum. The big hare’s drum plays loudly, but the little hare’s drum plays quietly.”
6. Instructions: “Look at the toys and remember how they sound. Now I’ll close them, and you guess which toy made the sound.”
2. Distinguishing pitch, strength, timbre of voice

Purpose: To study children’s ability to distinguish between the pitch, strength, and timbre of a voice based on the same sounds, combinations of words and phrases.

1. Instructions: “Turn around and guess which of the children called you.”

The child is called by name - 4 times (each time a different person).

They say the short [ay] 4 times (each time to a different person).

2. Instructions: “Listen carefully and guess who is screaming like that, pick up the right picture”:
- - cat - kitten; meow (low) meow (high)
- - pig - piglet; oink (low) oink (high)
- - goat - kid; me (low) me (high)
- - cow - calf mu (low) mu (high)

The speech therapist distributes pictures to children with images of animals - adults and cubs. Children, focusing on the nature of onomatopoeia and at the same time on the pitch of their voice, should raise the corresponding pictures. Each onomatopoeia sounds either in a low or in a high voice.

3. Instructions: “Listen to how the kittens meow, the white one is close, and the black one is far away.” (The speech therapist behind the screen imitates voices.) “Tell me, show me which kitten is close and which one is far away?”

Meow (loud) - white;

Meow (quietly) - black.

4. Instructions: “Listen to the dog and puppy barking. (The speech therapist behind the screen imitates the voices of animals.) Show me, tell me who barked.”

Av (low) - dog;

Av (high) - puppy.

5. Instructions: “Listen and guess which bear from the fairy tale “The Three Bears” is speaking.” The speech therapist pronounces phrases either in a very low, then in medium pitch, or in a high voice.
- Who slept on my bed? (low)
- Who ate from my bowl? (average)
-Who was sitting on my chair? (high)

These tests make it possible to determine how much a child distinguishes identical sound complexes that differ in voice strength, pitch, character, timbre and emotional coloring.

3. Distinguishing words that are similar in sound composition

Goal: Studying the skills of distinguishing words that are similar in sound composition.

1. Instructions: “If I name the picture incorrectly, clap your hands, if I name the picture correctly, don’t clap”:

hat, slyapa, shyapa, flyapa, hat;

baman, panan, banana, wavan, bavan;

tanks, funky, shanks, tanks, syanks;

vitanin, mitavin, phytamine, vitamin;

paper, tumaga, pumaga, paper, paper, bubaka;

album, aibom, yanbom, almom, alny;

chick, chick, chick, tint, chick, chick;

kvekta, kvetka, cell, kletta, tletka

The speech therapist shows the children a picture and clearly names the image. Children, guided by the picture, must identify a sample by ear from a number of distorted versions of a given word.

2. Instructions: “Show me where, for example, the bow is the hatch.”
(The study is carried out using pictures of quasi-homonym words.)

[p - b, p" - b"]: kidney - barrel, arable land - tower, port - board, saw - beat;

[t - d, t" - d"]: wheelbarrow - dacha, melancholy - board, pillow - tub, mud - Dina;

[k - g, k" - g"]: class - eye, bark - mountain, tracing paper - pebbles, whale - guide, mole - grotto;

[f - v]: Fanya - Vanya, owl - sofa;

[l - v, l "- v"]: gloss - wax, boat - vodka, lenok - wreath;

[l - i, l " - th]: jackdaw - nut, table - stop, pebble - nut; "

[r - l]: horns - spoons;

: rose - vine, temple - trash, turnip - modeling, marina - raspberry;

[s - z]: soup - tooth, cod - bunny, dew - roses, scythe - goat;

[s - c]: light - color, fox - faces;

[w - w]: ball - heat, Lusha - puddle;

[h - sh]: bangs - crack, crying - cloak, daughter - rain;

[h - w]: chock - Shurka, hummock - cat;

[h - t"]: bangs - heifer, stove - Petka, river - radish;

[s - w]: helmet - kashka, cape - mouse, mustache - already;

[s - f]: bough - beetle, cheese - fat, mustache - ears;

[s - sch]: forest - bream, plus - ivy;

[s - h]: cod - seagull, nose - night;

[h - f]: rose - mug, luza - puddle;

[m - m"]: Bear - mouse;

[l - l"]: ate - spruce, Julia - yula.

This technique reveals pronounced deficiencies in phonemic hearing.

Note: words that are complex in semantics are used for examination only after their meaning has been clarified and their presence in passive speech. Different methods of semantization are used:

1. Visually effective method - explain words by showing an image of an object or action.
2. Verbal-contextual method - explain with the help of synonyms, phrases, in sentences.
3. Mixed method - explained by showing pictures and including the word in a context accessible to the age of the children.
3. Instructions: “Are the words the same or different? Explain their meaning."

Shadow - day, fishing rod - duck, mouse - bear, scythe - goat, daughter - dot, puppy - son, cancer - varnish.

4. Instructions: “Look at the pictures. I will name them, and you arrange these pictures in the order in which I will name them.”

Lexical material: poppy, crayfish, tank, varnish, juice, bough, house, lump, scrap, catfish, goat, scythe, puddles, skis.

5. Instructions: “Look at the pictures on your desk and on the board. You must match your picture with the one whose name sounds similar.”

Subject pictures: lump, house, bough, bow, branch, cage, skating rink, scarf, slide, crust.

These tests reveal insufficiency of acoustic analysis, weakness of auditory-verbal memory, as well as difficulties in semantic differentiation of words.

4. Syllable differentiation

Purpose: To determine the ability to differentiate sounds by opposition: sonority - deafness, hardness - softness, whistling - hissing, etc.

1. Instructions: “Show the circle when you hear a new syllable.”

na-na-na-pa

ka-ka-ha-ka

2. Instructions: “Listen to the syllables and tell me which one is extra.”

Lexical material: na-na-na-pa; pa-ba-pa-pa; ka-ka-ha-ka.

3. Instructions: “Listen carefully and repeat the syllables after me as accurately as possible.”

Note: 1. They offer syllables that use sounds that are correctly pronounced and automated in the child’s speech.

2. If the task of reproducing a series of three syllables is inaccessible to the child or it causes significant difficulties, which may be associated with a decrease in auditory memory by a series, then tasks consisting of two syllables can be offered. Particular attention should be paid to perseveration, when the child cannot switch from one sound to another.
4. Instructions: “When I name the same syllables, you will clap, if they are different, then you will stomp.”

Lexical material: pa-da, pa-pa, ka-ga, ga-ga, fa-va.

5. Differentiation of phonemes

Objectives: 1. Study of phoneme differentiation skills.

2. Checking readiness for the formation of sound analysis.

I. Instructions: “I will make a sound, and you pick up the desired picture.”

Children, relying on the presented sample (the train is humming - ooh-ooh, the girl is crying - a-a-a, the bird is singing - e-e-e, the cow is mooing - mmm, the hammer is knocking - t-t- t, the wind howls - v-v-v, etc.) must pick up the corresponding pictures, which the speech therapist distributes in advance.

2. Instructions: “Clap when you hear the sound “A.” The speech therapist pronounces a group of vowel sounds - [a, o, u, i, s, a, e].
3. Instructions: “Raise the red circle when you hear the sound A.”
(Green circle - sound [i], yellow circle - sound [y].)

The speech therapist repeats a group of vowel sounds - [a, u, i, s, a, e, and; a, y, and, y, a, and, and, a, y, and].

4. Instructions: “Clap when you hear the sound “m.” The speech therapist pronounces a group of consonant sounds - [n, p, m, t, k, m, n, k].
5. Instructions: “Listen carefully and repeat after me”:
- - ao, ua, ai, io
- - aiu, iao, uao, oiy
- - aoui, ioua, iyou, aoyu

This task allows you to assess both the serial organization of speech movements and the characteristics of phonemic hearing.

6. Instructions: “Raise your hand if you hear a sound.”

Discrimination of the sound under study among other speech sounds.

[w]: [s, w, c, h, w, sh];

[sch]: [w, s", sch, h, c, sch];

[ts]: [t, s", ts, t", w, ts];

[h]: [h, w, t", h, s", h];

[s]: [s, s", w, c, s, h].

6. Basic sound analysis skills

Goal: Study of skills in performing elementary sound analysis.

1. Instructions: “Place as many circles as I made sounds”:

2. Instructions: “Put a circle on the table when you hear the sound “m” (mooing of a calf); put a triangle when you hear the sound “r” (motor)”: mouse, mosquito, board, window, frame, house, fish, firewood, table, ball.
3. Instructions: “Raise a circle when you hear the sound “a” in a word, raise a square when you hear the sound “o”, raise a triangle when you hear the sound “u”: Anya, stork, wasps, duck, Olya, Inna, street .
4. Instructions: “As many sounds as I name, you will make as many circles”: a, aui, iua, aui.
5. Instructions: “Arrange the pictures into two piles. In one there are words that end with the sound “t”, and in the other - with the sound “k”.

Subject pictures: broom, tank, mouth, umbrella, whip, spider.

6. Instructions: “I will show and name the picture, not in its entirety, and you will pronounce this word in its entirety.”

Subject pictures: broom, tank, mouth, cat, spider, juice, plane, hippopotamus.

7. Instructions: “Name the first sound in the word”:

8. Instructions: “Come up with 2 words for the sounds: “a, u, and.”
9. Instructions: “Name the first sound in the word”:

10. Instructions: “Name the first and last sounds in the word”:

Quantitative data analysis obtained as a result of methodology No. 1 is presented in table No. 2.1

Table 2.1

Quantitative indicators of the examination of phonemic processes using the method of Arkhipova E.F. before correctional work

2. Methodology for examining preschool children with FFND Khlebnikova T.S., Shirikova O.A.

Title: Methodology for examining preschool children with FFDD

Goal: to identify the level of development of phonemic processes in children.

The technique includes:

Phonemic awareness state:

1) Differentiation of sounds at the syllable level;
2) Differentiation of sounds at the word level;
3) Differentiation of sounds at the phrase level;

Sound Analysis Status:

4) Isolating the initial stressed vowel in a word;
5) Highlighting the vowel at the end of the word;
6) Highlighting a vowel in the middle of a word;
7) Isolating the final consonant in a word;
8) Highlighting the initial consonant in a word;

Phonemic awareness state

Differentiation of sounds at the syllable level

Ba-ba-ba __________________

Yes, yes, yes __________________

Ha-ka-ha __________________

For-sa-for ___________________

Zha-sha-zha _________________

Sa-sha-sa __________________

Sa-tsa-sa ___________________

Cha-cha-cha ___________________

Right now __________________

La-ra-la ___________________

Differentiation of sounds at the word level

Cat - year ___________________

House - volume __________________

Dot - daughter _______________

Kidney - barrel _______________

Goat - braid _________________

Teddy bear - bowl______________

Bangs - slit _______________

Varnish - cancer ___________________

Differentiation of sounds at the phrase level

: Sima has a plane________________________________

[z-z"]: Zina has an umbrella__________________________________________

[s-z]: Sanya has a castle__________________________________________

[ss]: In the garden near the porch there is a hen with chicks___________

[hh]: I’m cleaning the puppy with a brush___________________________

[h-s]: The girl has a new net___________________________

[ss]: The fox has a fluffy tail__________________________

[w-f]: There’s a big car in the garage_______________________

[f-h]: Zhenya has a toothache______________________________

[r-l]: Raya bought red nail polish__________________________

Sound Analysis Status

Isolating the initial stressed vowel in a word

Aster___________

Autumn___________

Fishing rod__________

Needles____________

Highlighting a vowel at the end of a word

Cat___________

Mushrooms___________

Bucket___________

Kangaroo_________

Highlighting a vowel in the middle of a word

Poppy_____________

House_____________

Soup _____________

Smoke_____________

Isolating the final consonant in a word

Cat ______________

Catfish ______________

Poppy ______________

Syrup ____________

Isolating the initial consonant in a word

Porridge_____________

Slippers_____________

Jar_____________

Hand______________

Criteria for evaluation:

4 points - accurate completion of the task;
3 points - makes minor mistakes;
2 points - completed 0.5 tasks correctly;
1 point - more than 0.5 of the task was completed incorrectly;
0 points - refusal or failure to complete the task.

We classified 7 people as the average level.

We classified 3 people as low level.

The quantitative analysis obtained as a result of method No. 2 is presented in table No. 2.2

Table 2.2

Quantitative indicators of the examination of phonemic processes according to the method of T.S. Khlebnikova, O. A. Shirikova before correctional work

Thus, in the whole group there are 70% of children with an average level, since the children made minor mistakes in some tasks, 30% with a low level, since most of the tasks were half completed.

Quantitative data analysis obtained as a result of two methods (method No. 1, method No. 2) is presented in table No. 2.3

Table 2.3

Quantitative indicators of examination of phonemic processes using methods: No. 1, No. 2 before correctional work

Child's name	Method No. 1	Method No. 2	Final level
Andrey O.





Kirill O.

Sergey A.

We classified 7 people as the average level.

We classified 3 people as low level.

A qualitative analysis of the conducted ascertaining experiment shows that the most difficulties were caused by tasks on the differentiation of syllables and phonemes; difficulties also arose when studying the skills of elementary sound analysis. The fewest errors were made when performing tasks on distinguishing pitch, strength, timbre of voice and recognizing non-speech sounds.

All this indicates an insufficient level of development of phonemic processes in children with ODD, which confirms the need for correctional work with them.

Introduction

Phonemic awareness is the most basic level of recognition of speech utterances. This means the ability to differentiate and categorically identify all phonemes of the native language. 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.”

Of utmost importance for mastering the sound side of a language is phonemic hearing - the ability to auditorily perceive speech sounds (phonemes) and the ability to distinguish speech sounds in their sequence in words and sounds that are similar in sound.

Correct perception of speech sounds and the phonemic composition of a word does not occur immediately. This is the result of gradual development. At a very early stage, the child perceives words as a single, indivisible sound complex that has a certain rhythmic and melodic structure. The subsequent stage is characterized by the gradual development of the ability to distinguish phonemes that make up a word. At the same time, intensive mastery of active vocabulary and correct pronunciation of words occurs.

Phonemic perception begins to form in children from 1 to 4 years of age when they perceive the oral speech of others and when they themselves pronounce words in accordance with the perceived pattern. Pronouncing words is an important condition for isolating and generalizing the differential features of phonemes and consolidating them in memory. For the further development of phonemic perception, it is important for children to consciously and voluntarily identify individual sounds in words and compare speech sounds (at the age of 4-5 years). The mechanism of phonemic perception when mastering reading and writing is significantly restructured in the process of decomposing words into their constituent speech sounds, correlating sounds with letters and forming new sound-letter images of words.

According to D.B. Elkonin, the development of phonemic hearing in a child begins with auditory differentiation of sounds (vowels - consonants, voiced - voiceless, hard - soft), i.e. the child begins with the acoustic difference of sounds, then articulation is included.

Developed phonemic awareness is an important prerequisite for children’s successful acquisition of literacy. In turn, learning to read and write helps clarify ideas about the sound composition of a language, promotes the acquisition of skills in phonemic analysis of words, mental division into basic elements (phonemes) of various sound complexes: combinations of sounds, syllables, words.

Impaired phonemic hearing in children with ODD is often secondary in nature, since their own speech does not contribute to the formation of clear auditory perception and control. Difficulties are noted already in the perception and reproduction of simple rhythms; the reproduction of complex rhythms is, as a rule, inaccessible to them.

Insufficiency of phonemic perception is revealed when performing tasks for repeating pairs of words that are similar in articulatory-acoustic characteristics, as well as words with a complex syllabic structure and tongue twisters. Sound analysis is impaired to a lesser extent, however, even here, clear difficulties are revealed when performing tasks - to name the first or last consonant sound in words like cat- stone. A child with OHP, as a rule, singles out a syllable. Reversals (inversions) of words are noted (in the word ball first sound [r]). It is difficult to compare words by sound composition - determining the number of sounds in a word and finding the 2nd, 3rd, 4th sound.

Typical mistakes of children with ODD - omission of vowel sounds, consonants in words with a combination of sounds, reverse words when naming in order of sounds in a word dream- nose.

Significant difficulties for children with ODD are caused by tasks such as adding a sound at the beginning and middle of a word, rearranging sounds in a word, and synthesizing words from sounds and syllables.

The frequent occurrence of word reversals indicates a violation not only of phonemic perception, but also spatial disturbances that affect the correctness of task completion.

The significance of the study of phonemic perception is due to the fact that today the majority of children with OSD have a delay in speech development in the sound discrimination department, which negatively affects not only oral (impressive and expressive) but also written speech.

Diagnostics of phonemic processes

Diagnostics of phonemic processes involves identifying factors and conditions that ensure its dynamics in order to determine the optimal nature of correction of phonemic underdevelopment.

Her tasks include:

− determination of the initial state and prospects for the development of phonemic hearing, phonemic perception and phonemic representations for the development of a program of correctional work with children;

− identifying the dynamics of the development of phonemic processes in children with special needs in order to correct existing deviations;

− assessment of the effectiveness of correctional work to overcome phonetic-phonemic disorders.

Diagnostic criteria, indicators, tools

Phonemic awareness research

Assessment of the ability to distinguish features and order of sounds in a word is carried out on lexical material or by comparing individual sounds, syllables, words, phrases:

Differentiation of words that differ in one of the paired consonants

pa - ba; sa—for; then - before;

Differentiation of isolated consonant pairs p - b; f - w; s -z; k - g;

Differentiation of words - quasi-homonyms (differing in one phoneme) barrel - kidney; goat - braid; roof - rat;

Deformed phrases (hear, find and correct the error).

The owner welded the tooth.

A scythe was grazing in the meadow.

The girl was sick with soup.

The girl has a long goat.

In children with ODD, disorders of phonemic perception arise as a result of the negative influence of persistent pronunciation defects on the formation of auditory standards of phonemes. As a rule, children have impaired differentiation of one or several groups of phonemes while maintaining the ability to distinguish other (even more complex) sounds. Sometimes the same sounds are mixed in expressive speech.

Phonemic (phonetic) research

Submissions

1. Repetition of syllables with oppositional sounds (a series of two syllables is presented to children over 4 years old, and a series of three syllables to children 5 years old):

Sasha;

sha - sa;

sa—for;

for - sa;

for - zha;

zha - for;

sha - zha;

sa - sa - sha;

sa - sha - sa;

sha - sha - zha;

Zha-sha-zha.

The quality of task completion is influenced by two factors:

State of short-term auditory memory;

Differentiation of perceptual standards of phonemes that make up a series.

When it is difficult to reproduce a series of three syllables, children with OHP make mistakes in series composed of any syllables. If the phonemic proximity of syllables in a series has a stronger influence, the errors are selective.

If children's phonemic representations corresponding to certain pairs of consonants are not clearly differentiated, then when reproducing a series of syllables containing these pairs, they make persistent errors, but the remaining series are reproduced correctly.

2. Selection of pictures whose names contain a given sound or begin with a given sound: [p] - [b]; [w] - [s]; [s] - [z]; [d] - [t].

The status of phonemic awareness skills should be taken into account when assessing performance on this task. If a child does not have the skill of isolating a consonant at the beginning of a word, he may not be able to cope with this task for this reason. Therefore, it is first necessary to assess the state of phoneme analysis skills.

3. Selection of words that begin with certain sounds or contain a certain sound.

4. Listing words with a given sound:

Early in the morning Ulyana

He will go to the garden.

Early in the morning Ulyana

He'll pick some dill.

The hostess has dill

It will be used for seasoning.

This task is psychologically more difficult than the previous one, since it requires a greater degree of arbitrariness and depends on the volume of the child’s active vocabulary.

Luke - hatch.

Poppy - flour - lump.

4. Determining the number of sounds in words that the child pronounces incorrectly (defectively).

Phonemic synthesis

1. Composing a word from sounds given in the correct sequence: [d], [o], [m]; [hand].

2. Composing a word from sounds given in a broken sequence: [m], [o], [s]; [y], [w], [a], [b].

We chatted for half an afternoon.

Evaluated:

Features of violations of the syllabic structure of words;

Syllable elision (omission of consonants in contour junctions);

Paraphasia (rearrangements while maintaining the word);

Iterations, perseverations (adding sounds, syllables);

These tasks make it possible to identify real problems in the development of phonemic perception in children with ODD and direct the speech therapist’s efforts to resolve them. They are part of the design, control and regulation of the process of formation of phonemic perception in children of senior preschool age with OHP.

Diagnostic tasks

Prosodic aspect of speech

It is carried out using traditional methods based on poems and stories.

The assessment takes into account data obtained during an examination of the reproduction of loudness, pitch, intonation coloring of the voice (modulation), as well as voice timbre, tempo and dynamic organization of speech, the presence of blurred and nasal tone of speech, type of breathing, length of speech exhalation.

voice strength - normal, loud, quiet;
height - low voice, high, mixed, normal; timbre - a monotonous voice, the presence or absence of a nasal tint.

Mouse mother mouse

She whispered: “Naughty girl!

You make noise, rustle, chatter!

You’re disturbing mom’s sewing!”

Autumn. Autumn. Autumn.

The ash tree has dropped its leaves.

A leaf on an aspen tree

The fire is burning.

Autumn. Autumn. Autumn.

On Mount Ararat

Large grapes are growing.

Strawberry Zoya with Zina

Lured into the garden with a basket:

Earned two mouths

But the basket is empty.

4 points - isolated errors, but corrected independently;

3 points - mistakes are made, the text needs to be repeated;

2 points - part of the task is being completed, the help of a speech therapist is needed;

1 point - the task is not completed.

Sound analysis of words

1) highlight the first and last sounds in words:

stork - donkey - corner;

2) name all the sounds in the word in order:

fish - flies - cat - toads;

3) determine the number of syllables in a word:

house - hand - metro - kangaroo;

4) determine the 2nd, 3rd, 4th sound in words:

2nd sound - doctor, 3rd - mouse, 4th - mole, boat;

5) add sound in words:

thief - yard; ox - wolf; Christmas tree - heifer;

6) replace the sound in words:

juice - bough - onion; fox - linden - magnifying glass.

5 points - all tasks are completed correctly;

3 points - tasks 1, 2, 3 are completed correctly, errors are made in the rest;

2 points - only task 1 is completed correctly, the help of a speech therapist is required, the last task is not completed;

Sound synthesis

Survey words should be used infrequently to avoid semantic guesswork.

1) listen to the word pronounced in separate sounds (pause between sounds 3 s), and play it back together:

r, o, g; p, o, s, a; g, p, o, t; k, a, s, k, a;

2) listen to the word pronounced in separate sounds (pause between sounds is 5 s, during the pause a sound signal is given), and reproduce the word together:

k, l, a, n; b, y, s, s; k, y, s, t, s;

3) listen to a word with rearranged sounds or syllables, reproduce it correctly:

n, s, s - son; p, g, y, k - circle;

shad, lo, ka - horse.

5 points - all tasks are completed correctly;

4 points - isolated errors, corrected independently;

3 points - tasks 1 and 2 were completed correctly, when completing task 3, repetition of words is required (the help of a speech therapist - the name of a sound or syllable);

2 points - task 1 was completed correctly, task 2 requires the help of a speech therapist, task 3 is not completed;

1 point - tasks are not completed.

Syllabic structure of the word

The research materials are subject pictures.

Instructions: look carefully at the picture and name Who or What This?

There are 13 series of tasks, which include one-, two-, three-, four- and five-syllable words with open and closed syllables and consonant sounds:

1) two-syllable words made of two open syllables: mom, uha;

2) three-four syllable words made of open syllables: panama, peonies, button;

3) monosyllabic words: poppy, forest, house;

4) two-syllable words with one closed syllable: skating rink, bag;

5) two-syllable words with a combination of consonants: pumpkin, duck, mouse;

6) two-syllable words with a closed syllable with a combination of consonants: compote, skier, lily of the valley;

7) three-, four-, five-syllable words with a closed syllable: kitten, airplane, bun, policeman;

8) three-syllable words with a combination of consonants: candy, wicket;

9) three- and four-syllable words with a combination of consonants and a closed syllable: monument, pendulum, dandelion;

10) three- and four-syllable words with two sets of consonants: rifle, carrot, frying pan;

11) monosyllabic words with a combination of consonants: whip, bridge, glue;

12) two-syllable words with two consonant clusters: button, cell;

13) four- and five-syllable words made from open syllables: cobweb, battery, ice cream.

Evaluated:

Features of violations of syllables of word structure;

Elision of syllables, deletion of consonants in clusters;

Paraphasia, rearrangements while maintaining the contour of the word;

Iterations, perseverations (adding sounds, syllables);

Contamination (part of one word is combined with part of another).

5 points – no errors;

4 points – one or two mistakes;

3 points – three to four mistakes;

2 points – five to six errors;

1 point - errors in almost all episodes.

Ways to correct deficiencies

Phonemic awareness

When teaching 5-6-year-old children with ODD and preparing them for school, immaturity of the lexical and grammatical means of the language, pronunciation defects and underdevelopment of phonemic perception are revealed.

The practice of speech therapy shows that correction of sound pronunciation is often brought to the fore and the importance of forming the syllabic structure of a word, the ability to hear and distinguish speech sounds (phonemes) is underestimated, and this is one of the reasons for the occurrence of dysgraphia and dyslexia in schoolchildren.

Today our children live in a world of “talking technology” and are gradually learning to remain silent, while speech games and exercises give way to the computer. Perhaps it would not be a mistake to say that modern children know a lot, but their perception and imagination are less productive.

By nature, children are very inquisitive; they want to know a lot and understand a lot, but, unfortunately, they often take their studies lightly. For children to “enter” education, a system of correctional and developmental games and exercises is needed, aimed both at identifying children’s weak links in the development of phonemic perception, and at their leveling (correction) (Appendix 1).

Trying to organize the education and development of children with special needs in the form of the most attractive, and most importantly the main activity for them - games, adults need to treat game-based learning as entertainment, imbued with the spirit of the game. After all, teaching and learning can be fun. But in order for this plan to be realized, it is necessary to teach preschoolers with speech impairments to remember well and quickly, to reflect on the sound, semantic and grammatical content of a word, to teach them to distinguish phonemes (speech sounds) by ear, to isolate them from a word, and to compare them with each other. And this is the main condition for the successful teaching of reading and writing to preschoolers with SEN.

In his book “Teaching Six-Year-Olds to Read and Write” D.B. Elkonin writes about the first period of reading propaedeutics and suggests starting training with the topic “Syllable-stress structure of a word” to prepare children for a new linguistic orientation to the form of the word. Syllable stress patterns of words are much easier to construct than sound patterns. Working with them, the guys master primary modeling skills. To make classes dynamic and fun, you should use poems, counting rhymes, and funny games with reversal of stress.

One of the central principles of the method is a fairly long (20-25 lessons) stage of sound analysis, which precedes the stage of introducing letters. The relatively long pre-letter stage of sound analysis makes it possible to solve another, perhaps the most difficult problem - initial learning to read. During this period, future reading of closed syllables and syllables with consonant clusters is prepared. Each stage of sound analysis must be accompanied by a continuous, drawn-out reading of the sound diagram.

During the alphabet period, to teach children to read according to D.B. Elkonin, it is advisable to enter vowel letters in pairs: a - z, o - e, u - yu, s - i, e - e. This method has two advantages:

by reading the first syllables, children master the general way of reading any syllables, learn to focus on the vowel letter following the consonant;
model the relationship between consonants and vowels.

During this period (the period of reading propaedeutics), a technique is appropriate: the letter gives the command:

a, o, y, y, e - read firmly;

I, ё, yu, е, и - read softly.

Later, when introduced to consonants, it sounds like "two works of a consonant letter."

The methodology is good and interesting because it helps children learn. For nurturing children's independence of thinking, learning situations where there are no ready-made methods of action are extremely valuable; children do not copy the speech therapist, but look for their own ways of working. Very interesting "trap" tasks which teach children to independently, rather than imitate, answer a question. (The speech therapist asks and himself offers the wrong answer.)

Games that are used in literacy classes bring additional motivation to academic work and add a joyful, emotional tone to monotonous training. At each lesson, children are offered a game, as a result of which they form new concepts, rebuild their idea of a word, and set up an imaginary game situation (a land of living words, a sound forest, a sound construction site).

Used in games conventional characters, which personify the introduced concepts. After all, Dunno and Buratino cannot personify the content of linguistic concepts. But TIM and TOM perfectly embody the distinction between softness and hardness of consonants (and do nothing else), the bell KOLYA tells children about voiced and voiceless consonants, the only purpose of AMU is to hunt for consonants. The meaning of life for ZVUKOVICHKOV is to take care of sounds, to build sound houses for words.

THE LORD OF SYLLABLES is responsible for constructing syllable stress patterns of words.

Medals are used as encouragement - a master of syllables;

Master of words;

Vowel connoisseur...etc.;

Consonant connoisseur.

At preschool age, figurative forms of cognition develop most intensively: visual and auditory perception, figurative memory, visual-figurative thinking, imagination. It is during this period that the second signaling system takes shape - speech. It is very important for a speech therapist to achieve interaction between the first and second signaling systems: image and word. The word should evoke a bright, multifaceted image, and the image, in turn, should find expression in the word.

Many of the games offered in literacy classes require visual and verbal material(riddles, poems, works of folklore, excerpts from fairy tales, fables) (Appendix 2). Literary texts create a playful situation, arousing interest and emotional response in children, and activating their past experience.

Visual and auditory clarity appears in unity. After all, in order for the clarity, imagery and colorfulness of the material to influence primarily their emotional sphere, they need a bright and accessible game that gives them pleasure, and any positive emotion, as is known, increases the tone of the cerebral cortex and improves cognitive activity.

Games with words:

Tailhead;

The syllables fell apart;

Encryptions (encrypted proverbs and sayings);

Proverbs in the style of "rebus";

Compose words from letters: different colors, sizes, fonts;

Complete the puzzle, read the word;

Where is the syllable? who has the floor?;

Find the word hidden in the pictures.

Reading in a difficult situation:

Find a way to read (using colored arrows, top to bottom, round diagrams);

Isographers;

Deformed texts.

Crosswords

Brightly, colorfully designed crossword puzzles activate attention, develop memory, thinking, independence, initiative, and arouse interest in the activity.

Types of crosswords:

For a given sound and letter;

Crossword puzzles - “riddles”;

- "Seasons";

Crosswords are “jokes”.

Games for the prevention and correction of optical dysgraphia and dyslexia

Find the same ones on the left:

Combination of letters;

Geometric figure.

At the same time, these games help to update the vocabulary, form generalizing concepts, and implement grammatical formatting of phrases.

Games that allow you to significantly expand the possibilities of working on sound-syllable analysis and understanding its most complex aspects, using sound and game motivation:

Let's speak in tongues (crow, goose);

Mysterious circle;

Who is this sound house for?;

Magic circle;

Fun Train;

Sound shooting gallery;

Sound construction.

Class notes

Differentiation of sounds [s] - [z], [s"] - [z ’ ]

* Develop phonemic awareness.

* Teach sound-letter analysis and synthesis of words.

* Strengthen the skill of syllable reading.

* Activate the vocabulary on the topic “Winter”.

* Teach word formation.

* Develop memory, attention, abstract thinking.

EQUIPMENT

Posters with tasks; portraits of children; isographers; puzzles; encrypted words; puzzles; surprise; snowflakes with wishes.

Organizing time

Speech therapist. Today Sam and Lizzie came to our lesson from distant and very warm Australia. They speak Russian very poorly and know nothing about Russian winter and snow. Let's tell them everything we know and reveal some of the secrets of literacy.

A picture of a boy and a girl is displayed.

Sound warm-up

Speech therapist. Name the first and last sound in the word JUICE - FOREST - CHEESE - NOSE - UMBRELLA - ELK - SOUND - TABLE - HALL.

I will characterize the consonant sound, and you name it:

Consonant, voiced, hard?

Consonant, voiceless, soft?

Consonant, voiced, soft?

Consonant, voiceless, hard?

Game "Sound Shooting Range"

4 arrows: red, [s"]blue, [z"]green, pink arrows fly into picture words: dog, snake, umbrella, goose, bowl, basket, tit, cabbage, corn .

Game "Letters Lost"

It is unknown how it happened

Only the letter got lost.

Dropped into someone's house

And he rules it.

As soon as the mischievous letter entered there,

Very strange things started to happen...

The hunter shouted: “Oh, the doors are chasing me!”

The boiler gored me, I am very angry with him.

They say that a fisherman caught a shoe in the river.

But then he got hooked on the house.

Painters paint the rat in front of the children.

A. Shibaev

Reading the letters C and 3

Words scattered (reading words by arrows and explaining their meaning)

Encryption

The bag turned out to be magical, and there was encryption in it. What words are in the note?

1. Winter - braid - goat - mask.

2. What is the difference between the words: KoSa - KoZa?

Dynamic pause

Every day in the morning

Let's do exercises.

We really like it

Do it in order:

It's fun to walk: one-two-one-two.

Raise your hands: one-two-one-two.

Squat and stand up: one-two-one-two.

Jump and gallop: one-two-one-two.

Russian language lesson

Speech therapist. Sam and Lizzie wrote words using the letters of the Russian alphabet, did they get everything right?

SAM	LIZY
PAIN OF GOOSH RUBBER MAGZIN KENRUGU	PAIN GOOSE RESIKA KANGAROO STORE

Word formation. Game "Give me a word"

Speech therapist. Lizzie and Sam really enjoyed our Russian winter and the snow. They have learned to pronounce these words, but they have no idea how many new words can be formed from the word snow. Shall we help them?

Quiet, quiet, like in a dream

Falls to the ground... SNOW.

All the feathers are sliding from the sky -

Silver... SNOWFLAKES.

Spinning over your head

Carousel... SNOW.

To the villages, to the meadow

A little white... SNOWBALL is falling.

The land is white, clean, tender

Made the bed... SNOWY.

Here's some fun for the guys

More and more... SNOWFALL.

Everyone is running in a race

Everyone wants to play... SNOWBALLS.

Snowball on snowball

Everything is decorated... with SNOW.

Like wearing a white down jacket

Dressed up... SNOWMAN.

Nearby there is a snow figure

This girl... SNOWGIRL.

Look in the snow,

With a red breast... BUFFIN.

Like in a fairy tale, like in a dream,

The whole earth was decorated with... SNOW.

Work in notebooks

Speech therapist. Let's teach Lizzie and Sam how to use notebooks

Guess the riddle:

I dusted the paths, decorated the windows, gave joy to the children and took them for a ride on a sled.

Finish the track on the sound construction site;

Build a sound house;

Color the rooms for sounds;

Write the word in letters.

Result "Surprise"(What word is hidden in the accordion?)

Boys write the word SNOW on snowflakes, girls write WINTER and give snowflakes to Sam and Lizzy.

Organizing time

Speech therapist. My friends, today I suggest you go to a fairy tale for knowledge. The fact is that the inhabitants of this fairy tale are in trouble and they need help. But to get into a fairy tale, we need a book, and there are two of them: good and evil! Which one do you choose?

(Selecting the correct syllabic stress pattern for the word BOOK.)

Game "Road to the Castle"

So, we open a good and magical book, in front of us is the road to the castle, but it is enchanted, let’s break the spell:

Let's divide the word ROAD into syllables;

Let's determine the stressed syllable;

Let's write down the syllabic stress pattern of the word.

But horses are racing along the road and only their tracks are visible. If the sound pattern of the word HORSES is correct, then a good and brave knight galloped, and if with errors, then an evil and treacherous one. Which one would you like to meet?

Where is the sound diagram of the word KONI?*

Let's turn the page, ahead is a knight on a white horse, say his name, collecting it from the first sounds of word-pictures: shirt, vegetables, lamp, apricot, knives. (Roland.)

But where he jumps, this is stated on the next page of the book.

Castle drawing

There is a castle on the mountain.

So Roland is galloping to the castle.

To get closer to the enchanted mountain and find out who lives in this castle, you need to line up the letters by height (from smallest to largest) and find out his name.

Say in chorus the name of the evil and treacherous wizard (MERLIN).

Finding the right things

To defeat the cunning and evil Merlin, the knight needs two very important things, but Merlin enchanted their names:

a) the word is hidden in the pictures (using the first sounds in the names of the pictures, make up the word - BLADE).

b) CREAM - magical, it will protect Roland from wounds (the letters scattered).

The knight armed himself, smeared himself with protective cream and approached the castle gates, when suddenly people reached out to him from behind the door... (reading the words in a complicated situation):

A) b)

Game "Compare Pictures"

The gate is clear. But bad luck - the knight’s path was blocked by two disgusting old frogs who said that they were twins and you couldn’t tell them apart. We need to find 9 differences:

Baba Yaga on the right has a polka dot scarf;

Baba Yaga on the left has a checkered scarf, etc.

Dynamic pause

Speech therapist. The old frogs have killed us, let's rest.

And now everything is in order

They started charging together.

Arms to the sides - bent,

Raised up - waved

They hid them behind their backs,

Looked back:

Over the right shoulder

Through the left one more. \

Everyone sat down together.

Heels touched

We stood up on our toes,

We lowered the handles down.

Game “Unspell the Princess”

Roland entered the castle, and in front of him was a huge hall with a FIREPLACE (read the word on the poster with a picture of a fireplace).

Roland bent down to light the fire, and a terrible and huge snake crawled out from behind the fireplace. The knight wanted to cut her with a blade, but she suddenly spoke in a human voice: “Don’t kill me, Roland. It was the evil Merlin who turned me from a princess into a snake and said that the one who would return the crown to me would disenchant me, and he hid it in three words.

BELL	KO
PASTA	RO
MOON	ON

As soon as Roland touched the crown, a terrible thunder sounded and stones flew. To prevent any misfortune from happening, you need to find these words in this square:

Merlin’s castle collapsed and a beautiful princess came out to Roland: “Thank you, valiant knight! “I beg you to restore my good name, otherwise I will die by evening.”

Her name has five sounds and five letters:

It begins and ends with the fourth sound and letter of your name - A;

The second letter of your name is in the third place of your name - L;

The fourth letter of your name is at the end of your name - N;

The last vowel must be taken in the word THREE - I:

The princess's name is ALINA.

Work in notebooks

Speech therapist. To prevent the name from falling apart again, you need to secure it in your notebooks:

Write down the syllabic stress pattern;

Build a sound house;

Color the rooms;

Write the words with the letters ALINA;

Lesson summary

Speech therapist. Try in the evening to remember everything that happened to you in the fairy tale, and tell it to mom and dad.

Princess Alina thanks you and the noble knight Roland for her salvation.

Lesson-fairy tale “The Thieving Magpie”

* Form a sound-letter analysis of words.

* Clarify ideas about the syllable.

* Improve your skills in reading words with consonant clusters.

* Form adequate self-esteem.

EQUIPMENT

Illustration posters; notebooks; colour pencils; pens.

Speech therapist. My friends! Today we again go to a fairy tale called?

MAGIE THIEF

With a picture;

With a syllable.

Once upon a time there lived a magpie who loved everything shiny. She flies and sees... GOLD (the word is laid out on the board). The cunning magpie stole one letter, and the gold instantly turned into... SWAMP.

Which letter did the magpie steal? 3.

Which one did you put instead? h? B.

Sound analysis of words

Speech therapist. To prevent her from dragging you and me into the swamp, she must be defeated. Find a sound house for the word KIKIMORA.

Search for syllables

The crown was found, we need to find the BEADS, and the magpie tore the word BEADS into syllables (divide the words into the syllables BOO-SY, lay them out from the letters of the split alphabet) and scattered them into different words.

Write the syllables in strings of beads;

Please note that the word CHEESE - SON contains the necessary letters, but they are not separated into a separate syllable and cannot be taken.

Reading tongue twisters

CROWN and BEADS found. But Soroka managed to drag the BRACELET into her dungeon, where she takes all her stolen treasures.

Get up, let's go to the dungeon. Are the doors closed? They will open to those who managed to read the spell written on the doors.

Repeat 2-3 times at different tempos, accompanying the clap.

Work in notebooks

Tasks:

Color the sound rooms;

- write the word in letters;

Game "Yes - no"

Speech therapist. My friends! The victory of TRUTH will be final if you, her friends and helpers, truthfully answer all her questions with the words Yes and No, but honestly!

Write down the answer (YES or NO);

Am I really a fast reader?

Really, I know all the letters?

Do I really always tell the truth?

Lesson summary

Speech therapist. Each of you has two chips:

1 - with a picture - come up with a sentence containing three words;