An instructive-methodical letter on the work of a speech therapist teacher at a secondary school, the main directions for the formation of prerequisites for k.

An instructive-methodical letter on the work of a speech therapist teacher at general education school .

(The main directions of the formation of prerequisites for the productive assimilation of the training program mother tongue in children with speech pathology). - M.: Kogito-Centre, 1996 - 47 p.

This instructive and methodological letter is addressed to speech therapists working at general educational institutions. It presents a description of violations of oral and writing schoolchildren studying in general educational institutions, methods for detecting speech disorders and the most important provisions of differential diagnosis, the main contingent of speech therapy centers (it is made up of students whose speech disorders prevent successful learning under the program of general education educational institutions- phonetic-phonemic, general underdevelopment of speech), the principles of acquisition of speech therapy centers, groups of students for frontal learning are determined

The guidelines presented in this letter on the organization, planning and content of speech therapy classes with the main contingent of students reflect the basic directions of correctional education for students suffering from various disorders of oral and written speech.

CHARACTERISTICS OF VIOLATIONS OF ORAL AND WRITTEN SPEECH OF STUDENTS

Deviations in the speech development of children studying in general educational institutions have a different structure and severity. Some of them concern only the pronunciation of sounds (mostly distorted pronunciation of phonemes); others affect the process of phoneme formation and, as a rule, are accompanied by reading and writing disorders; the third - are expressed in the underdevelopment of both the sound and semantic aspects of speech and all its components

The presence of even mild deviations in phonemic and lexical and grammatical development among schoolchildren is a serious obstacle in mastering the curriculum of a general education school.

Students who have deviations in the formation of phonetic-phonemic and lexical-grammatical means of the language can be conditionally divided into three groups.

It is quite obvious that each of these groups cannot be uniform, but at the same time, highlighting the main feature of a speech defect, the most typical for each group, gives them a certain uniformity.

The first group consists of schoolchildren whose deviations in speech development relate only to defects in the pronunciation of sounds without other concomitant manifestations. Typical examples of such violations are the velar, uvular or single-stress pronunciation of the sound “P”, the soft pronunciation of hissing at the lower position of the tongue, the interdental or lateral pronunciation of whistling, i.e. various distortions of sounds. Such speech defects, as a rule, do not adversely affect the assimilation of the program of a general education school by children.

The process of phoneme formation in such cases is not delayed. These students, acquiring school age a certain stock of more or less stable ideas about the sound composition of a word, correctly correlate sounds and letters and do not make mistakes in written works related to shortcomings in the pronunciation of sounds. Students with such pronunciation defects make up 50-60% of the total number of children with deviations in the formation language tools. There are no failing students among these students. The second group consists of schoolchildren who have a lack of formation of the entire sound side of speech - pronunciation, phonemic processes (phonetic-phonemic underdevelopment). Typical for the pronunciation of students in this group are the replacement and mixing of phonemes that are similar in sound or articulation (hissing-whistling; voiced-deaf; R-L; hard-soft). Moreover, for schoolchildren of this group, substitutions and mixing may not cover all of the listed sounds. In most cases, the violation applies only to any pair of sounds, for example, S-Sh, Zh-3, Shch-Ch, Ch-T, Ch-Ts, D-T, etc. Most often, whistling and hissing sounds, R-L, voiced and deaf, turn out to be unassimilated. In some cases, in the absence of pronounced defects in individual sounds, insufficient clarity of their pronunciation is noted.

Pronunciation defects, expressed in the mixing and replacement of sounds (as opposed to defects expressed in the distorted pronunciation of individual sounds), should be attributed to phonemic defects.

Schoolchildren of the group under consideration, especially students of the first two grades, have pronounced deviations not only in sound pronunciation, but also in the differentiation of sounds. These children experience difficulties (sometimes significant) in hearing close sounds, determining their acoustic (for example: voiced and deaf sounds) and articulatory (for example: whistling-hissing sounds) similarities and differences, do not take into account the semantic and distinctive meaning of these sounds in words (for example: barrel - kidney, fable - tower). All this complicates the formation of stable ideas about the sound composition of the word.

This level of underdevelopment of the sound side of speech prevents mastering the skills of analysis and synthesis of the sound composition of a word and often causes a secondary (in relation to the oral form of speech) defect, which manifests itself in specific reading and writing disorders. These students are completed in special groups: students with reading and writing disorders due to phonetic and phonemic underdevelopment; or phonemic underdevelopment (in cases where pronunciation defects have been eliminated).

The number of students with underdevelopment of the sound side of speech (FFN and FN) is approximately 20-30% of the total number of children with unformed language means. Among these students, the number of really poor students in their native language ranges from 50 to 100%.

The third group consists of students who, along with violations of the pronunciation of sounds, have an underdevelopment of phonemic processes and lexical and grammatical means of the language - a general underdevelopment of speech. These deviations, even with a certain smoothness of manifestations, lead to the fact that children experience great difficulties in mastering reading and writing, leading to persistent failure in their native language and other subjects.

Despite the fact that this group of students in a general education school is not numerous, it requires special attention of a speech therapist, since it is very heterogeneous both in severity and in the severity of manifestations of general underdevelopment of speech. Predominantly, children of the III level (according to the classification of R. E. Levina) enter the general education school.

First grade students are dominated by the insufficiency of the oral form of speech, which can also be expressed in different ways. Some students by the age of 6-7 have a mildly pronounced inferiority of phonetic-phonemic and lexical-grammatical means of the language (NVONR). For other students, the insufficiency of language means is more pronounced (ONR).

The characteristics of children with OHP are presented in the diagram (Table 1).

This table reflects a number of diagnostic points that are important both for predicting the effectiveness of remedial education in general and for planning its content. First of all, these are the consequences of the abnormal development of the oral form of speech (its sound side and lexical and grammatical structure), which, inhibiting the spontaneous development of full-fledged prerequisites for the formation of a written form of speech, create serious obstacles to mastering program material in the native language and (in in some cases) mathematics.

The study of manifestations of speech disorders in students primary school general education schools shows that in some of them the lack of formation of language means is less pronounced (NVONR). This applies to both the sound side of speech and the semantic side.

So, the number of incorrectly pronounced sounds they do not exceed 2-5 and extends only to one or two groups of oppositional sounds. In some children who have completed preschool correctional training, the pronunciation of all these sounds may be within the normal range or may not be clear enough ("blurred").

At the same time, all children still have insufficient formation of phonemic processes, the degree of severity of which may be different.

The quantitative composition of the vocabulary of students in this group of children is wider and more diverse than that of schoolchildren with a pronounced general underdevelopment of speech. However, they also make a number of mistakes in independent statements, due to the confusion of words in meaning and acoustic similarity. (See Table 1).

The grammatical design of oral statements is also characterized by the presence of specific errors, reflecting the insufficient assimilation of prepositional and case control, agreement, and complex syntactic constructions by children.

As regards children with OHP, all the listed deviations in the formation of language means are more roughly expressed.

The lag in the development of linguistic means (pronunciation, vocabulary, grammatical structure) cannot, of course, but have a certain influence on the formation of speech functions (or types of speech activity).

The speech of a first-grader with OHP is predominantly situational in nature and takes the form of a dialogue. It is still connected with the direct experience of children. First-graders experience certain difficulties in producing coherent statements (monologue speech), which are often accompanied by the search for the language means necessary to express thoughts. Children do not yet have the skills and abilities to coherently express their thoughts. Therefore, they are characterized by the substitution of a coherent statement with monosyllabic answers to questions or scattered uncommon sentences, as well as repeated repetitions of words and individual sentences.

More or less detailed coherent statements within the limits of everyday topics are available to children with NVONR. At the same time, connected statements in the process learning activities cause these children some difficulties. Their independent statements are characterized by fragmentation, insufficient coherence, and logic.

As for students in grades 2-3 with OHP, their manifestations of the lack of formation of language means are different. These students can answer a question, compose an elementary story from a picture, convey individual episodes of what they read, talk about exciting events, i.e. build your statement within the limits of a topic close to them. However, when the conditions of communication change, if it is necessary to give detailed answers with elements of reasoning, evidence, when performing special educational tasks, such children experience significant difficulties in using lexical and grammatical means, indicating their insufficient development. Namely: the limited and qualitative inferiority of the vocabulary, the insufficient formation of the grammatical means of the language.

The peculiarity of the manifestations of the general underdevelopment of speech in these students is that errors in the use of lexical and grammatical means (separate manifestations of agrammatism, semantic errors) are observed against the background of correctly composed sentences and text. In other words, the same grammatical category or the form in different conditions can be used correctly and incorrectly, depending on the conditions in which the oral speech of children takes place, i.e. the conditions of their communication and the requirements for it.

The sound side of the speech of students in grades 2-3 with general underdevelopment is also underdeveloped. Despite the fact that these schoolchildren have only a few shortcomings in the pronunciation of sounds, they experience difficulty in distinguishing acoustically close sounds, in the consistent pronunciation of syllables in polysyllabic unfamiliar words, with a confluence of consonants (secondary - secondary, transtite - transport).

An analysis of the speech activity of students in grades 2 and 3 suggests that they prefer dialogic forms of speech. Under the influence of learning, monologue, contextual speech develops. This is expressed in an increase in the volume of statements and the number of complex structures; in addition, speech becomes more free. However, this development of monologue speech is slow. Children more or less freely construct coherent statements within topics close to them and experience difficulties in producing coherent statements in a situation of educational activity: formulating conclusions, generalizations, evidence, reproducing the content of educational texts.

These difficulties are expressed in the desire for verbatim presentation, getting stuck on individual words and thoughts, repeating individual parts of sentences. In the course of presentation, proof, etc. children celebrate not the most essential features. In addition, they violate the syntactic connection between words, which is reflected in the incompleteness of sentences, changes in the order of words. There are frequent cases of the use of words in an unusual meaning, which, apparently, is explained not only by the poverty of the dictionary, but mainly by a fuzzy understanding of the meaning of the words used, the inability to catch their stylistic coloring.

Similar smoothed deviations in development oral speech of the described group of children together create serious obstacles in teaching them literate writing and correct reading. That is why they most clearly manifest not defects in oral speech, but reading and writing disorders.

The written work of this group of children is replete with a variety of errors - specific, spelling and syntactic. Moreover, the number of specific errors in children with general underdevelopment of speech is much greater than in children with phonetic-phonemic and phonemic underdevelopment. In these cases, along with errors that are the result of insufficient development of phonemic processes, there are a number of errors associated with the underdevelopment of the lexical and grammatical means of the language (errors in prepositional case control, agreement, etc.). The presence of such errors indicates that the process of mastering the grammatical patterns of the language in the group of children under consideration has not yet been completed.

Among students of a general education school there are also children with anomalies in the structure and mobility of the articulation apparatus (dysarthria, rhinolalia); children with stuttering.

In these children, it is also necessary to identify the level of formation of language means (pronunciation, phonemic processes, vocabulary, grammatical structure). In accordance with the identified level, they can be assigned either to I, or to II, or to III group.

The above grouping of schoolchildren according to the leading manifestation of a speech defect helps the speech therapist to solve the fundamental issues of organization corrective work with children and determine the content, methods and techniques of speech therapy in each group. The main contingent, which should be identified by the speech therapist teacher of general education schools before others, are children whose speech defects impede their successful learning, i.e. students of the second and third groups. It is these children, in order to prevent their academic failure, that speech therapy assistance should be provided in the first place.

When organizing speech therapy classes with schoolchildren who have defects in sound pronunciation and insufficient development of phonemic processes, along with the elimination of pronunciation, it is necessary to provide for work on the education of phonemic representations, the formation of skills for analyzing and synthesizing the sound composition of a word. Such work should be carried out consistently to differentiate mixed oppositional sounds and develop the skills of analyzing and synthesizing the sound-letter composition of the word, which will fill the gaps in the development of the sound side of speech.

Effective assistance to students with OHP, for whom phoneme pronunciation deficiencies are only one of the manifestations of speech underdevelopment, is possible only in the case of interconnected work in several directions, namely: pronunciation correction, formation of full-fledged phonemic representations, development of skills for analyzing and synthesizing the sound composition of a word, clarification and enrichment of vocabulary, mastery of syntactic constructions (of varying complexity), development of coherent speech, carried out in a certain sequence.

Speech therapy assistance to students who have only shortcomings in the pronunciation of sounds (phonetic defects - group I) is reduced to correcting incorrectly pronounced sounds and fixing them in the oral speech of children.

Examination of children with speech disorders

Timely and correct identification of speech deficiencies in children will help the speech therapist determine what kind of help they need and how to provide it more efficiently.

The main task of a speech therapist teacher during an individual examination of students is to correctly assess all manifestations of speech insufficiency of each student. The speech therapy examination scheme is presented in the speech card, which must be filled out for each student, depending on the structure of the speech defect.

In the process of filling in the passport data about the child, not only official academic performance is recorded (paragraph 5), but it also turns out real level students' knowledge of their native language. In cases of structurally complex speech defects, these data can be decisive both in determining a clear speech therapy conclusion and in establishing the primary-secondary nature of a speech disorder.

The teacher-speech therapist finds out data on the course of speech development of a student with a complex structure of a speech defect from the words of the mother. During the conversation, it is important to get a clear idea of how the early speech development of the child proceeded: when the first words, phrases appeared, how the further formation of speech proceeded. At the same time, it is noted whether they previously applied for speech therapy help, if so, how long the classes were held, their effectiveness. In addition, the features of the speech environment surrounding the child are subject to fixation (the state of the speech of the parents: impaired pronunciation, stuttering, bilingualism and multilingualism, etc.).

Before starting a speech examination, a speech therapist must ensure that hearing is intact (recall that hearing is considered normal if a child hears individual words spoken in a whisper at a distance of 6-7 meters from the auricle).

When examining a child, attention is drawn to the state of the articulatory apparatus. All anomalies of the structure (lips, palate, jaws, teeth, tongue) detected during the examination, as well as the state of the motor function, are subject to mandatory recording in the speech chart.

Naturally, a gross pathology of the structure and functions of the articulatory apparatus requires a thorough, detailed examination with detailed description all deviations that create obstacles to education correct sounds. In other cases, the examination may be shorter.

The characteristic of students' coherent speech is compiled on the basis of his oral statements during a conversation about what he read, saw, and also on the basis of special tasks performed by the child: drawing up separate sentences, a coherent statement on questions, on a plot picture, on a series of pictures, on observations, etc. d.

The material obtained during the conversation will help to choose the direction of further examination, which should be individualized, depending on the ideas about the level of formation of the child's speech revealed during the conversation.

The speech map fixes the general intelligibility of speech, the nature and accessibility of constructing coherent statements, general ideas about the vocabulary and syntactic constructions used by the child.

When examining the sound side of speech, pronunciation defects are revealed: the number of disturbed sounds, the nature (type) of the violation: the absence, distortion, mixing or replacement of sounds (see Table 1). If pronunciation defects are predominantly expressed by substitutions and mixing different groups oppositional sounds, the possibilities of distinguishing sounds by acoustic and articulatory features should be carefully explored.

In addition, the level of formation of the skills of analysis and synthesis of the sound composition of the word must be determined.

Thus, the examination of the sound side of speech involves a thorough clarification of:

The nature (type) of pronunciation disorders;

the number of defectively pronounced sounds and groups (in difficult cases);

The level of phonemic development (the level of formation of differentiation of oppositional sounds);

the level of formation of the analysis and synthesis of the sound composition of the word.

In the case of general underdevelopment of speech, examinations of the sound side of speech (pronunciation, phonemic processes) are similarly carried out. In addition, it is planned to identify the ability of children to pronounce words and phrases of a complex syllabic structure.

When examining children with OHP, it is also necessary to establish the level of formation of the lexical and grammatical means of the language. When examining vocabulary, a number of well-known methods are used that reveal both passive and active vocabulary in children. At the same time, children's knowledge of words denoting objects, actions or states of objects, signs of objects is revealed; words denoting general and abstract concepts. Thus, the quantitative composition of the vocabulary is determined.

The correct naming of an object does not yet mean that the child can adequately use this word in a sentence, a coherent text, therefore, along with determining the quantitative side of the vocabulary, special attention is paid to its qualitative characteristics, i.e. revealing the child's understanding of the meaning of the words used.

When drawing up a speech therapy conclusion, data on the dictionary should not be considered in isolation, but in conjunction with materials characterizing the features of the sound side of speech and its grammatical structure.

When examining the level of formation of the grammatical means of the language, special tasks are used to identify the level of children's mastery of the skills of constructing sentences of various syntactic constructions, the use of form and word formation.

Data from the analysis of errors (agrammatisms) made by students when performing special tasks make it possible to determine the level of formation of the grammatical structure of speech. The established level of formation of the grammatical structure of speech correlates with the state of the dictionary and the level of phonemic development.

The level of formation of oral speech predetermines a certain degree of violation of reading and writing.

In cases where a defect in oral speech is limited only by the lack of formation of its sound side, then reading and writing disorders are due to phonetic-phonemic or only phonemic insufficiency.

In these cases, the most typical mistakes are substitutions and mixtures of consonant letters denoting the sounds of various opposition groups.

When examining writing, which is carried out both collectively and individually, attention should be paid to the nature of the writing process: whether the child writes down the correctly presented word or pronounces it several times, choosing the right sound and the corresponding letter; what difficulties it experiences; what mistakes it makes.

It is necessary to quantify and qualitative analysis errors: to identify what specific errors in the replacement of letters are made by the child, whether these errors turn out to be single or frequent, whether they correspond to the child's speech disorders. In addition, omissions, additions, permutations, distortions of words are taken into account. These errors indicate that the child has not clearly mastered the sound-letter analysis and synthesis, is not able to distinguish acoustically or articulatory close sounds, and understand the sound and syllabic structure of the word.

Errors in spelling rules should be carefully analyzed, since errors in the spelling of paired voiced-voiced, soft-hard consonants are due to the lack of formation of ideas about the sound-letter composition of a word in children with speech defects.

Reading should also be examined in students with writing disabilities. Reading is checked individually. In the course of reading, no corrections or comments should be made. The material for the examination can be specially selected texts that are accessible to the child in terms of volume and content, but not used in the classroom. The examination begins with the presentation of the text of sentences, individual words, syllables (direct, reverse with a confluence of consonants) to the child.

If the child does not have reading skills, he is presented with a set of letters for their recognition.

During the examination, the level of formation of reading skills is recorded, namely: whether he reads in syllables; whole words; whether he goes over individual letters and with difficulty combines them into syllables and words; what mistakes he makes; does it replace the name of individual letters in the process of reading, does this replacement correspond to defective sounds; whether there are errors in omissions of words, syllables, individual letters, what is the pace of reading; whether the child understands the meaning of individual words and the general meaning of what is read.

All observations received are recorded. They help to clarify what causes reading deficiencies and to find more rational techniques and methods for overcoming reading difficulties. The revealed shortcomings of reading are compared with the data of examination of writing and oral speech.

Concluding a brief description of reading and writing disorders in children with FFN, it should be emphasized that the most typical errors are the replacement and mixing of consonant letters corresponding to sounds that differ in acoustic and articulatory features.

The above errors are considered to be specific (dysgraphic). Usually they appear in children with FFN against the background of insufficient assimilation of certain orthograms, the spelling rules of which are closely related to full-fledged ideas about the sound composition of the word.

As for reading and writing disorders in children with OHP, along with errors reflecting the unformedness of the sound side of speech, they also have errors associated with the unformed lexical and grammatical means of the language. Namely:

1. Mistakes in prepositional case management;

2. Mistakes in matching nouns and adjectives, verbs, numerals, etc.;

3. Separate spelling prefixes and continuous spelling of prepositions;

4. Various deformations of sentences: violation of word order, omission of one or more words in a sentence (including omission of the main members of a sentence); omission of prepositions; continuous spelling of 2-3 words; incorrect definition of sentence boundaries, etc.;

5. Various deformations of the syllable-letter composition of the word (“broken” words, omissions of syllables; underwriting of syllables, etc.).

6. In the written work of children, there may also be graphic errors - underwriting individual elements letters or extra elements of letters, the spatial arrangement of individual elements of letters

(and - y, l-m, b-d, sh-sh)

All of the listed errors associated with the underdevelopment of the sound and semantic aspects of speech manifest themselves in children with ONR against the background of a large number various spelling errors.

Independent written work of students with OHP (exposition, composition) has a number of specific features related to both the construction of the text (insufficient coherence, consistency and logical presentation), and insufficiently adequate use of lexical, grammatical and syntactic means language.

Examination of the state of writing and reading in students should be carried out with particular care. During the examination, the student is asked to complete different kinds written works:

Auditory dictations, including words, which include sounds that are most often violated in pronunciation;

independent writing (statement, composition).

When examining first grade students at the beginning school year children's knowledge of letters, skills and abilities of composing syllables and words is revealed.

Upon completion of the examination of the child's speech, it is necessary to conduct a comparative analysis of all the material obtained in the process of studying the level of development of the sound and semantic aspects of speech, reading and writing. This will make it possible to determine in each specific case what exactly is prevailing in the picture of a speech defect: whether the child has a lack of lexical and grammatical means of the language or underdevelopment of the sound side of speech and, above all, phonemic processes.

In the process of examining stuttering students, the main attention of a speech therapist should be directed to identifying situations in which stuttering is especially intense, as well as to analyzing the communicative difficulties that arise in children in these conditions. No less important is the study of the level of formation of language means (pronunciation; phonemic processes; lexical stock; grammatical structure), as well as the level of formation of writing and reading, among stuttering schoolchildren (especially those with poor progress). stuttering can manifest itself in both children with FFN and OHP.

Particular attention is drawn to the features of general and speech behavior (organization, sociability, isolation, impulsiveness), as well as the ability of children to adapt to the conditions of communication. The rate of speech of stutterers, the presence of accompanying movements, tricks, and the intensity of the manifestation of hesitation are recorded. Speech impairment must be considered in conjunction with the characteristics of the child's personality. In the course of the examination, material is accumulated that makes it possible to draw up a brief description of the child, illustrating the features of his attention, the ability to switch, observation, and performance. It should indicate how the child accepts learning tasks, whether he knows how to organize himself to complete them, whether he independently performs tasks or requires help. The child's reactions to the events encountered in the course of academic work difficulties, fatigue (exhaustion) of the child. The characteristics also note the peculiarities of the behavior of children during the examination: mobile, impulsive, distractible, passive, etc.

The generalized result of studying the level of development of oral and written speech of the child is presented in the speech map as a speech therapy conclusion. The conclusion should be drawn up in such a way that corrective measures corresponding to the structure of the speech defect follow logically from it, namely:

phonetic defect. This refers to such a lack of speech, in which pronunciation defects constitute an isolated violation. The speech therapy conclusion reflects the nature of the sound distortion (for example, P - velar, uvular; C - interdental, lateral; Sh-Zh - lower, labial, etc.) In this case, the corrective effect is limited to the production and automation of sounds;

phonetic-phonemic underdevelopment (FFN). This means that the child has an underdevelopment of the entire sound side of speech: pronunciation defects, difficulties in differentiating oppositional sounds; unformed analysis and synthesis of the sound composition of the word. In this case, in addition to correcting pronunciation defects, it is necessary to provide for the development of phonemic representations of children, as well as the formation of full-fledged skills for analyzing and synthesizing the sound composition of a word;

general underdevelopment of speech (OHP). Since this defect is a systemic violation (i.e., insufficient formation of phonetic-phonemic and lexical-grammatical means of the language), then in the course of correctional training, the speech therapist should provide for filling in the gaps in the formation of sound pronunciation; phonemic processes and skills of analysis and synthesis of the sound composition of the word; vocabulary (especially in terms of semantic development), grammatical structure and coherent speech.

The given speech therapy conclusions characterize the level of formation of oral speech.

In cases of complex speech defects (dysarthria, rhinolalia, alalia), the speech therapy conclusion should include both the structure of the speech defect and the form of speech pathology (nature). For example:

SPEECH THERAPY POINT AT THE COMPREHENSIVE SCHOOL №

speech card

Since reading and writing disorders are secondary manifestations of the level of unformed oral speech, speech therapy conclusions should reflect the causal relationship between the primary and secondary defects, namely:

Reading and writing disorders due to OHP:

Reading and writing disorders caused by FFN:

Reading and writing disorders due to phonemic underdevelopment.

In cases of complex speech defects (dysarthria, rhinolalia, alalia), speech therapy conclusions about reading and writing disorders in FFN and ONR are supplemented by data on the form of speech pathology (see above).

Mandatory confirmation of the correctness of the speech therapy conclusion in cases of impaired reading and writing are written works and the results of a reading examination.

The main task of a speech therapist in a general education school is to prevent poor progress due to various disorders of oral speech. That is why the speech therapist should focus on first-grade students (children 6-7 years of age) with phonetic-phonemic and general underdevelopment of speech. The sooner correctional and developmental training is started, the higher its result will be.

A common problem in the correctional and developmental education of first graders is their timely and purposeful preparation for literacy. In this regard, the main task initial stage correctional and developmental training is the normalization of the sound side of speech. This means that both for a group of children with phonetic-phonemic, phonemic underdevelopment, and for a group of children with a general underdevelopment of speech, it is necessary:

form full-fledged phonemic processes;

form ideas about the sound-letter composition of the word;

to form the skills of analysis and synthesis of the sound-syllabic composition of the word;

correct pronunciation defects (if any).

These tasks constitute the main content of correctional education for children with phonetic-phonemic and phonemic underdevelopment. As for children with general speech underdevelopment, this content is only the first stage of correctional and developmental education: Thus, the general content and sequence of correctional and developmental education of children with FSP and the first stage of correctional work of children with OHP can be approximately the same. At the same time, the number of lessons on each topic is determined by the composition of a particular group. The fundamental difference in the planning of speech therapy classes will be the selection of speech material corresponding to common development child and the structure of the defect.

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MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION

REPUBLICAN INSTITUTE

PROFESSIONAL DEVELOPMENT OF EDUCATIONAL WORKERS

A.V. Yastrebova, T.P. Bessonova

INSTRUCTIONAL-METHODOLOGICAL LETTER

ABOUT THE WORK OF A SPEECH THERAPIST AT

COMPREHENSIVE SCHOOL

(The main directions in the formation of prerequisites for

productive assimilation of the mother tongue training program

in children with speech pathology)

KOGIGO CENTER

A.V. Yastrebova, T.P. Bessonova. Instructive-methodical letter aboutthe work of a speech therapist at a secondary school. (The main directions in the formation of prerequisites for the productive assimilation ofprograms of learning the native language in children with speech pathology).- M.: "Cogito-Center", 1996 - 47 p.
This instructive and methodological letter is addressed to speech therapists working at general educational institutions. It presents a description of the violations of oral and written speech of schoolchildren studying in general educational institutions; techniques for detecting speech disorders and the most important provisions of differential diagnosis; the main contingent of speech therapy centers (it consists of students whose speech disorders prevent successful learning under the program of general educational institutions - phonetic-phonemic, general underdevelopment of speech); the principles of acquisition of speech therapy centers, groups of students for frontal education are determined.

Issue editor: Belopolsky V.I.

computer layout and design

The publication was commissioned by the Ministry of Education of the Russian Federation

I. CHARACTERISTICS OF STUDENTS' ORAL AND WRITTEN SPEECH DISTURBANCES

The presence of even mild deviations in phonemic and lexical and grammatical development among schoolchildren is a serious obstacle in mastering the curriculum of a general education school.

Students who have deviations in the formation of phonetic-phonemic and lexical-grammatical means of the language can be conditionally divided into three groups.

first group are schoolchildren whose deviations in speech development relate only to defects in the pronunciation of sounds without other concomitant manifestations. Typical examples of such disorders are velar, uvular or single-stress pronunciation of a sound. "R\ soft pronunciation of hissing at the lower position of the tongue, interdental or lateral pronunciation of whistling, i.e. various distortions of sounds. Such speech defects, as a rule, do not adversely affect the assimilation of the program of a general education school by children.

The process of phoneme formation in such cases is not delayed. These students, having acquired by school age a certain stock of more or less stable ideas about the sound composition of a word, correctly correlate sounds and letters and do not make mistakes in written work associated with shortcomings in the pronunciation of sounds. Students with such pronunciation defects make up 50-60% of the total number of children with deviations in the formation of language means. There are no failing students among these students.

second group are schoolchildren who have a lack of formation of the entire sound side of speech - pronunciation, phonemic processes (phonetic-phonemic underdevelopment). Typical for the pronunciation of students in this group are the replacement and mixing of phonemes that are similar in sound or articulation (hissing-whistling; voiced-deaf; R-L , hard-soft). Moreover, for schoolchildren of this group, substitutions and mixing may not cover all of the listed sounds. In most cases, the violation extends only to any pair of sounds, for example, S-Sh, F-3, Shch-H, Ch-T, Ch-Ts, D-T etc. Most often unassimilated are whistling and hissing sounds, R-L, voiced" and deaf. In some cases, in the absence of pronounced defects in individual sounds, there is insufficient clarity in their pronunciation.

* Pronunciation defects, expressed in the mixing and replacement of sounds (as opposed to shortcomings, expressed in the distorted pronunciation of individual sounds), should be attributed to phonemic defects.

Schoolchildren of the group under consideration, especially students of the first two classes, have pronounced deviations not only in sound pronunciation, but also in the differentiation of sounds. These children experience difficulties (sometimes significant) in hearing close sounds, determining their acoustic (for example: voiced and deaf sounds) -,: and articulatory (for example: whistling-hissing sounds) similarities and differences, do not take into account the semantic and distinctive meaning of these sounds in words (for example: barrel - daughter, fable - tower). All this complicates the formation of stable ideas about the sound composition of the word.

This level of underdevelopment of the sound side of speech prevents mastering the skills of analysis and synthesis of the sound composition of the word and often causes a secondary (in relation to the oral form of speech) defect, which manifests itself in specific reading disorders. m letters. These students are completed in special groups: students with reading and writing disorders due to phonetic and phonemic underdevelopment; or phonemic underdevelopment (in cases where pronunciation defects have been eliminated).

third group are students who, along with violations of the pronunciation of sounds, have an underdevelopment of phonemic processes and lexical and grammatical means of the language - general underdevelopment of speech. These deviations, even with a certain smoothness of manifestations, lead to the fact that children experience great difficulties in mastering reading and writing, leading to persistent failure in their native language and other subjects.

The characteristics of children with OHP are presented in the diagram (Table 1). This table reflects a number of diagnostic points that are important both for predicting the effectiveness of remedial education in general and for planning its content. First of all, these are the consequences of the abnormal development of the oral form of speech (its sound side and lexical and grammatical structure), "which, inhibiting the spontaneous development of full-fledged prerequisites for the formation of a written form of speech, create serious obstacles to mastering program material in the native language and ( in some cases) mathematics.

The study of the manifestations of speech disorders in primary school students of general education schools shows that in some of them the lack of formation of language means is less pronounced (NVONR). This applies to both the sound side of speech and the semantic side.

At the same time, all children still have insufficient formation of phonemic processes, the degree of severity of which may be different.

As regards children with OHP, all the listed deviations in the formation of language means are more roughly expressed.

More or less detailed coherent statements within the limits of everyday topics are available to children with NVONR. At the same time, coherent statements in the process of learning activity cause certain difficulties for these children. Their independent statements are characterized by fragmentation, insufficient coherence, and logic.

As for students in grades 2-3 with OHP, their manifestations of the non-formation of language means are different. These students can answer a question, compose an elementary story from a picture, convey individual episodes of what they read, talk about exciting events, i.e. build your statement within the limits of a topic close to them. However, when the conditions of communication change, if necessary, give detailed answers

Table 1

SUMMARY CHARACTERISTICS OF MANIFESTATIONS OF GENERAL UNDEVELOPMENT OF SPEECH

FOR FIRST CLASS STUDENTS (BEGINNING OF THE SCHOOL YEAR)

Oral form of speech The sound side of speech		vocabulary	Grammar	Psychological features
Sound pronunciation	Phonemic processes
Defective pronunciation of oppositional sounds, several groups. Substitutions and displacements of often distorted sounds predominate: W=S, L=R, B=P, etc. Up to 16 sounds	Insufficient formation (non-formation in more severe cases) W=S, L=R, B=P, etc.	Limited to the scope of everyday subjects; qualitatively defective; unlawful expansion or narrowing of the meanings of words; errors in the use of words - confusion in meaning and in acoustic similarity (bush - brush	Insufficiently formed: a) the absence of complex syntactic constructions; b) agrammatisms in sentences of simple syntactic constructions	1. Intermittent attention 2. Insufficient observation in relation to linguistic phenomena. 3. Insufficient development of the ability to switch. 4. Weak development of verbal-logical thinking 5. Insufficient ability to memorize. b. Insufficient level of control development. Consequences: Insufficient formation of psychological prerequisites for mastering the full-fledged skills of educational activity. Difficulties in the formation of learning skills: Planning for future work Determination of ways and means to achieve the educational goal; Activity control; Ability to work at a certain pace
The consequence of insufficient formation of the sound side of speech		The consequence of insufficient formation of the lexical and grammatical means of the language
Insufficient formation (lack of prerequisites for the spontaneous development of the skills of analysis and synthesis of the sound composition of the word) Insufficient formation (lack of prerequisites) for the successful acquisition of literacy. Difficulties in mastering reading and writing - the presence of specific dysgraphic errors against the background of a large number of various others		Insufficient understanding of educational tasks, instructions, instructions of the teacher. Difficulties in the formation and formulation of one's own thoughts in the process of educational work. Insufficient development of coherent speech
Insufficient formation (absence) of prerequisites for productive mastery of the program of teaching the native language and mathematics
Difficulties in mastering the program primary education general education school due to insufficient formation of the speech function and psychological prerequisites for mastering educational activities.

you with elements of reasoning, evidence, when performing special educational tasks, such children have significant difficulties in using lexical and grammatical means, indicating their insufficient development. Namely: the limited and qualitative inferiority of the vocabulary, the insufficient formation of the grammatical means of the language.

The peculiarity of the manifestations of the general underdevelopment of speech in these students is that errors in the use of lexical and grammatical means (separate manifestations of agrammatism, semantic errors) are observed against the background of correctly composed sentences and text. In other words, the same grammatical category or form under different conditions can be used correctly and incorrectly, depending on the conditions in which the oral speech of children takes place, i.e. the conditions of their communication and the requirements for it.

The sound side of the speech of students in grades 2-3 with general underdevelopment is also insufficiently formed. Despite the fact that these schoolchildren have only a few shortcomings in the pronunciation of sounds, they experience difficulty in distinguishing acoustically similar sounds, in the consistent pronunciation of syllables in polysyllabic unfamiliar words, with a confluence of consonants (secondary - secondary, transtite - transport).

These difficulties are expressed in the desire for verbatim presentation, getting stuck on individual words and thoughts, repeating individual parts of sentences. In the course of presentation, proof, etc. children note not the most significant signs. In addition, they violate the syntactic connection between words, which is reflected in the incompleteness of sentences, changes in the order of words. There are frequent cases of the use of words in an unusual meaning, which, apparently, is explained not only by the poverty of the dictionary, but mainly by a fuzzy understanding of the meaning of the words used, the inability to catch their stylistic coloring.

Such smoothed deviations in the development of oral speech of the described group of children together create serious obstacles in teaching them to write correctly and read correctly. That is why they most clearly manifest not defects in oral speech, but reading and writing disorders.

Among students of a general education school there are also children with anomalies in the structure and mobility of the articulation apparatus (dysarthria, rhinolalia); children with stuttering.

The above grouping of schoolchildren according to the leading manifestation of a speech defect helps the speech therapist to solve the fundamental issues of organizing correctional work with children and determine the content, methods and techniques of speech therapy influence in each group. The main contingent, which should be identified by the speech therapist teacher of general education schools before others, are children whose speech defects impede their successful learning, i.e. students second And third groups. It is to these children, in order to prevent at of poor progress, speech therapy assistance should be provided in the first place.

Examination of children with speech disorders

Timely and correct identification of speech deficiencies in children will help the speech therapist determine what kind of help they need and how to provide it more efficiently.

The main task of a speech therapist teacher during an individual examination of students is to correctly assess all manifestations of speech insufficiency of each student. The speech therapy examination scheme is presented in a speech map, which Necessarily is filled in for each student depending on the structure of the speech defect.

In the process of filling in passport data about a child, not only official progress is recorded (paragraph 5), but also the real level of knowledge of students in their native language is clarified. In cases structurally complex speech defects these data can be decisive both in determining a clear speech therapy
conclusions, and in establishing the primary-secondary nature of the speech disorder.

The teacher-speech therapist finds out data on the course of speech development of a student with a complex structure of a speech defect from the words of the mother. During the conversation, it is important to get a clear idea of how the early speech development of the child proceeded: when the first words, phrases appeared, how the further formation of speech proceeded. At the same time, it is noted whether they previously applied for speech therapy help, if so, how long the classes were held, their effectiveness. In addition, the features of the speech environment surrounding the child (the state of the speech of the parents: impaired pronunciation, stuttering, bilingualism and multilingualism, etc.) are also subject to fixation.

Naturally, a gross pathology of the structure and functions of the articulatory apparatus requires a thorough, detailed examination with a detailed description of all deviations that create obstacles to the formation of correct sounds. In other cases, the examination may be shorter.

The speech map records the general intelligibility of speech, the nature and accessibility of constructing coherent statements, general ideas about the dictionary and syntactic constructions used by the child.

When examining the sound side of speech, pronunciation defects are revealed: the number of disturbed sounds, the nature (type) of the violation: the absence, distortion, mixing or replacement of sounds (see Table 1). If pronunciation defects are predominantly expressed by substitutions and mixing of different groups of oppositional sounds, the possibilities of distinguishing sounds by acoustic and articulatory features should be carefully explored.

In addition, the level of formation of the skills of analysis and synthesis of the sound composition of the word must be determined.

Thus, the examination of the sound side of speech involves a thorough clarification of:

the nature (type) of pronunciation disorders: the number of defectively pronounced sounds and groups (in complex cases);
the level of phonemic development (the level of formation of differentiation of oppositional sounds);
the level of formation of the analysis and synthesis of the sound composition of the word.

The level of formation of oral speech predetermines a certain degree of violation of reading and writing.

In cases where a defect in oral speech is limited only by the lack of formation of its sound side, then reading and writing disorders are due to phonetic-phonemic or only phonemic insufficiency.

In these cases, the most typical mistakes are substitutions and confusions of consonant letters denoting the sounds of various opposition groups.

It is necessary to make a quantitative and qualitative analysis of errors: to identify what specific errors in the replacement of letters are made by the child, whether these errors turn out to be single or frequent, whether they correspond to the child's speech disorders. In addition, omissions, additions, permutations, distortions of words are taken into account. These errors indicate that the child has not clearly mastered sound-letter analysis and synthesis, does not know how to distinguish acoustically or articulatory close sounds, to understand the sound and syllabic structure of the word.

If the child does not have reading skills, he is presented with a set of letters for their recognition.

During the examination, the level of formed reading skills is recorded, namely: whether he reads in syllables; whole words; whether he goes over individual letters and with difficulty combines them into syllables and words; what mistakes he makes; does it replace the name of individual letters in the process of reading, does this replacement correspond to defective sounds; whether there are errors in omissions of words, syllables, individual letters, what is the pace of reading; whether the child understands the meaning of individual words and the general meaning of what is read.

1. Errors of prepositional case management;

2. Mistakes in matching nouns and adjectives, verbs, numerals, etc.;

3. Separate spelling of prefixes and continuous spelling of prepositions;

5. Various deformations of the syllable-alphabetic composition of the word ("broken" words, omissions of syllables; underwriting of syllables, etc.).

In the written work of children, there may also be graphic errors - underwriting of individual elements of letters or extra elements of letters, the spatial arrangement of individual elements of letters (i-y, p-t, l-m, b-d, sh-sh ).

All of the above errors associated with the underdevelopment of the sound and semantic aspects of speech manifest themselves in children with ONR against the background of a large number of various spelling errors.

Independent written work of students with OHP (exposition, composition) has a number of specific features related to both the construction of the text (insufficient coherence, consistency and logical presentation) and insufficiently adequate use of lexical, grammatical and syntactic means of the language.

Examination of the state of writing and reading in students should be carried out with particular care. During the examination, the student is asked to perform various types of written work:

auditory dictations, including words, which include sounds that are most often violated in pronunciation;
independent writing (statement, composition).

When examining first grade students at the beginning of the school year, children's knowledge of letters, skills and abilities in composing syllables and words is revealed.

Speech impairment must be considered in conjunction with the characteristics of the child's personality. In the course of the examination, material is accumulated that makes it possible to draw up a brief description of the child, illustrating the features of his attention, the ability to switch, observation, and performance. It should indicate how the child accepts learning tasks, whether he knows how to organize himself to complete them, whether he independently performs tasks or requires help. The reactions of the child to the difficulties encountered in the course of educational work, fatigue (exhaustion) of the child are also recorded. The characteristics also note the peculiarities of the behavior of children during the examination: mobile, impulsive, distractible, passive, etc.

=> phonetic defect. This refers to such a lack of speech, in which pronunciation defects constitute an isolated violation. The speech therapy conclusion reflects the nature of the sound distortion (for example, R - velar, uvular; WITH- interdental, lateral; W-F - lower, labial, etc.) In this case, the corrective effect is limited to the production and automation of sounds;

=> phonetic-phonemic underdevelopment (FFN). This means that the child has an underdevelopment of the entire sound side of speech: pronunciation defects, difficulties in differentiating oppositional sounds; awareness of the analysis and synthesis of the sound composition of the word. In this case, in addition to correcting pronunciation defects, it is necessary to provide for the development of phonemic representations of children, as well as the formation of full-fledged skills for analyzing and synthesizing the sound composition of a word;

=> general speech underdevelopment (OHP). Since this defect is a systemic violation (i.e., insufficient formation of phonetic-phonemic and lexical-grammatical means of the language), then in the course of correctional training, the speech therapist should provide for filling in the gaps in the formation of sound pronunciation; phonemic processes and skills of analysis and synthesis of the sound composition of the word; vocabulary (especially in terms of semantic development), grammatical structure and coherent speech. The given speech therapy conclusions characterize the level of formation of oral speech.

As an example, we give a speech card for a child with ONR (beginning of the school year).

reading and writing disorders due to OHP;
violations of reading and writing due to FFN;
reading and writing disorders due to phonemic underdevelopment.

Mandatory confirmation of the correctness of the speech therapy conclusion in cases of impaired reading and writing are written works and the results of a reading examination.
II. CONTENT AND METHODS OF CORRECTION OF ORAL AND WRITTEN SPEECH DISTURBANCES

A common problem in the correctional and developmental education of first graders is their timely and purposeful preparation for literacy. In this regard, the main task of the initial stage of correctional and developmental education is the normalization of the sound side of speech. This means that both for a group of children with phonetic-phonemic, phonemic underdevelopment, and for a group of children with a general underdevelopment of speech, it is necessary:

form full-fledged phonemic processes;
form ideas about the sound-letter composition of the word;
to form the skills of analysis and synthesis of the sound-syllabic composition of the word;
correct pronunciation defects (if any).

These tasks constitute the main content of correctional education for children with phonetic-phonemic and phonemic underdevelopment. As for children with general speech underdevelopment, this content is only the first stage of correctional and developmental education: Thus, the general content and sequence of correctional and developmental education of children with FSP and the first stage of correctional work of children with OHP can be approximately the same. At the same time, the number of lessons on each topic is determined by the composition of a particular group. The fundamental difference in the planning of speech therapy classes will be the selection of speech material that corresponds to the general development of the child and the structure of the defect.

Based on the materials of the survey of students, it is advisable to draw up perspective plan work for each group of children with impaired oral and written speech, which notes: the composition of students and a brief description of manifestations of a speech defect, the main content and sequence of work; Estimated time frame for each stage. It can be presented either as a diagram or a description of the areas of work and its sequence at each stage.

Here is a plan-scheme of speech therapy classes with students suffering from general underdevelopment of speech. In this scheme (Table 2) - phased planning of remedial education for children with OHP.

Let's consider each stage in more detail. As already noted, the main content of stage I is to fill in the gaps in the development of the sound side of speech (both in children with FFN and in children with ONR). Therefore, the methodological letter does not separately plan speech therapy work with a group of children who have FFN).

Stage I of correctional and developmental education for children with OHP lasts from September 15-18 to March 13, which is approximately 50-60 lessons. The number of classes for children with severe OHP can be increased by approximately 15-20 lessons.

Of the total number of lessons at this stage, the first 10-15 lessons stand out, the main tasks of which are the development of phonemic representations: staging and fixing the set sounds; the formation of full-fledged psychological prerequisites (attention, memory, the ability to switch from one type of activity to another, the ability to listen and hear a speech therapist, the pace of work, etc.) to a full-fledged educational activity. These classes may have the following structure:

15 minutes- the frontal part of the classes, aimed at the formation phonemic hearing children, developing attention to the sound side of speech (the work is based on correctly pronounced sounds) and filling gaps in the formation of psychological prerequisites for full-fledged learning,
5 minutes- preparation of the articulatory apparatus (a set of exercises is determined by the specific composition of the group);
20 minutes- clarification and staging (calling) of incorrectly pronounced sounds individually and in subgroups (2-3 people), depending on the stage of work on the sound.

With first-graders studying according to the program 1-4, you can work on a similar structure for the first 20 lessons, adjusted for the mode of operation of these classes (35 minutes).

At the subsequent lessons of the first stage, automation of the set sounds is carried out in the process of frontal lessons.

The structure of the classes is determined by the composition of the group: with a small number of children in the group with pronunciation defects or in the absence of pronunciation defects in children, most of the time is devoted to frontal work.

In the course of the frontal part of the lessons, phonemic processes are formed and ideas about the sound-syllabic composition of the word are clarified, in addition, with children with OHP, work is carried out using the verbal lead method to clarify and activate the children's vocabulary and models of simple syntactic constructions. The need for such an approach is due to the basic principle of correctional and developmental education of children with OHP, namely: simultaneous work on all components speech system. In connection with this method of oral advancing, elements of work on the formation of lexical and grammatical means of language and coherent speech are selectively included in the classes of the first stage.

table 2

DIAGRAM-PLAN FOR CORRECTIONAL EDUCATION OF CHILDREN WITH OHP

Stages of corrective work	The content of the work to overcome the deviation speech development in children	Grammar terms used in class	The content of the correctional educational work
STAGE I Filling gaps in the development of the sound side of speech	Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and skills in the analysis and synthesis of the syllable-sound composition of a word Correction of pronunciation defects.	Sounds and letters, vowels and consonants; syllable; hard and soft consonants; separating b; b, voiced and voiceless consonants; stress; double consonants
II STAGE Filling gaps in the development of lexical and grammatical means of the language	1. Clarification of the meanings of the words available to children and further enrichment of the vocabulary, both by accumulating new words related to various parts of speech, and by developing in children the ability to actively use various methods of word formation 2. Clarification, development and improvement of the grammatical design of speech by mastering word combinations, the connection of words in a sentence, sentence models of various syntactic constructions. Improving the ability to build and rebuild sentences adequately to the plan	The composition of the word: the root of the word, cognate words, ending, prefix, suffix; prefixes and prepositions; Difficult words; gender of nouns and adjectives, number, case Number, tense of verbs, unstressed vowels	Formation of skills for organizing educational work, Development of observation of linguistic phenomena, development of auditory attention and memory, self-control, control actions, ability to switch.
STAGE III Filling gaps in the formation of coherent speech	Development of skills for constructing a coherent statement: a) the establishment of a logical sequence, coherence; b) selection of language means for constructing an utterance for various purposes of communication (proof, evaluation, etc.)	Sentences are narrative, interrogative, exclamatory, the connection of words in a sentence; offers from homogeneous members, compound and complex sentences; text, theme, the main idea	Formation of skills for organizing educational work, Development of observation of linguistic phenomena, development of auditory attention and memory, self-control of control actions, ability to switch.

The frontal part of the next 40-45 lessons consists of work on:

development of phonemic processes;

the formation of skills in the analysis and synthesis of the sound-syllabic composition of the word, using the letters studied by this time in the class and the worked-out words-terms;
formation of readiness for the perception of certain orthograms, the spelling of which is based on full-fledged ideas about the sound composition of the word;

consolidation of sound-letter connections;
automation of delivered sounds.

The content of the frontal part of the lessons of the first stage is implemented in the following sequence:

Speech and suggestion.

sentence and word.

Sounds of speech.

Vowel sounds (and letters passed in the class).

Dividing words into syllables.

stress.

Consonant sounds (and letters passed in the class).

Hard and soft consonants.

voiced and voiceless consonants.

Sounds P And P" . Letter P.

Sounds B And B" . Letter B.

Differentiation B-P . (B"- P" ).

Sounds T And T " . Letter T.

Sounds D And D" . Letter D.

Differentiation T-D. (T "-D " ).

Sounds TO And TO" . Letter K.

Sounds G And G" . Letter G.

Differentiation K-G . (K "-G " ).

Sounds WITH And WITH " . Letter C.

Sounds 3 And 3 ". Letter 3.

Differentiation C-3 . (C "-Z " ).

Sound W and the letter Sh.

Sound AND and the letter Z.

Differentiation W-F .

Differentiation S-F

Differentiation Zh-3 .

Sounds R And R " . Letter R.

Sounds L And L" . Letter L.

Differentiation R-L . (L "-R " ).

Sound H " and the letter C.

Differentiation CH-T.

Sound SCH and the letter S.

Differentiation Shch-S .

Differentiation W-H .

Sound C and the letter C.

Differentiation C-S .

Differentiation C-T .

Differentiation C-C .

This variant of the sequence of studying topics at the 1st stage of correctional and developmental education of schoolchildren with FFN and OHP is exemplary and is determined by the specific composition of the group, i.e. depends on the level of formation of the sound side of speech in children. For example, with a slight violation of the differentiation of voiced and deaf consonants or the absence of a violation of the distinction between these sounds, for the purposes of propaedeutics, only 5-6 lessons can be carried out simultaneously with all the sounds of this group.

As the violations of sound pronunciation are eliminated, frontal work takes more and more time. At the same time, work is carried out with a strictly mandatory individual approach to each student, taking into account his psychophysical characteristics, the severity of the speech defect, the degree of development of each sound. Individualization of remedial education must necessarily be reflected in the planning of each lesson.

At the end of stage I of correctional and developmental education, a check should be made of the students' assimilation of the content of this stage.

By this time, students should have:

formed the focus of attention on the sound side of speech;
the main gaps in the formation of phonemic processes were filled;
clarified the initial ideas about the sound-letter, syllabic composition of the word, taking into account program requirements;-
all sounds are set and differentiated;
clarified and activated the existing in children lexicon and refined designs simple sentence(with little distribution);
the words-terms necessary at this stage of training were introduced into the active dictionary: - sound, syllable, fusion, word, vowels, consonants, hard-soft consonants, voiced-voiceless consonants, sentence, etc.

Thus, streamlining ideas about the sound side of speech and mastering the skills of analyzing and synthesizing the sound-letter composition of a word create the necessary prerequisites for the formation and consolidation of the skill of correct writing and reading, the development of language instinct, and the prevention of general and functional illiteracy.

This is the end of the work with children with FFN. Despite the commonality of tasks and techniques for correcting the sound side of speech in children with FSP and ONR, speech therapy work with children with ONR requires the use of additional specific techniques. This is due to the fact that at the first stage in the process of solving the general problem of ordering the sound side of speech, the prerequisites for the normalization of the lexical and grammatical means of the language and the formation of coherent speech begin to be laid.

In order to prepare children for the assimilation of the morphological composition of the word, which will be the main task of stage II, it is advisable to carry out exercises on automation and differentiation of the set sounds in a specific form.

For example, in the process of differentiating sounds Ch-Sch the speech therapist invites the children to listen carefully to the words: puppy, brush, box, to determine whether the sound is the same in all words. Further, on the instructions of the speech therapist, the children change the words so that they denote a small object (puppy, brush, box), and determine what has changed in the sound composition of the word, the location of the sounds Ch-Sch . The same work can be done when differentiating other sounds. (N-Sh - sun-sun), as well as in the process of studying individual sounds. At the same time, the method of comparing words by sound composition remains pivotal in all tasks. (What new sounds appeared in the newly selected words? Compare the two words. What sounds do they differ in? Determine the place given sound: where is it located? after what sound? before what sound? between what sounds? As an example, here are some methods of suffix word formation (diminutive-petitive and augmentative suffixes) that can be effectively used at stage I of the correctional and developmental education of children with OHP:

AND- boot-boot, book-book, horn-horn, W - hut-hut, house-house, H - a glass-glass, a rope, a piece. When distinguishing sounds Ch-Sch , S-Sch you can invite children to change the words so that they have an augmentative meaning: Ch-Sch- hand-hands, wolf she-wolf; S-Sch - nose-nose, mustache-mustache.

By implementing a differentiated approach, individual students can be offered more complex tasks. For example, compare the sound composition of words in a form that requires them to agree on words in gender, number or case. This work takes place in the following sequence: at first, when differentiating sounds C-3 , the speech therapist suggests naming pictures for the sound being studied and determining its place in the word (stem, currant, cloth, leaves); name the color of the presented pictures (green). Determine the location of the sound "3" ; then the children are invited to make phrases, clearly pronouncing the endings of adjectives and nouns (green stem, green currant, green cloth, green leaves); such a task ends with a mandatory analysis of words in phrases, highlighting differentiable sounds and giving them a complete articulation and acoustic performance and determining their place in each analyzed word.

The peculiarity of such classes of the first stage lies in the fact that the implementation of the main goal is carried out in a variety of forms, which contributes to the activation of the child's mental and speech activity. In work organized in this way, the foundations are laid for a more successful implementation of both the second and third stages, as children learn to compose phrases and use elements of coherent speech.

Despite the fact that the normalization of coherent speech in children with OHP is given a separate stage III, the foundations for its formation are laid at stage I. Here, this work is of a purely specific nature. It differs sharply from traditional forms development of connected speech.

Since the global task of corrective education of children with OHP is to create the prerequisites for successful learning activities in the classroom, in addition to normalizing the phonetic-phonemic and lexical-grammatical means of the language, it is necessary to teach them in every possible way to use the means of the language in the conditions of educational work, i.e. be able to coherently, consistently state the essence of the completed task, answer questions in strict accordance with the instruction or task in the course of educational work, using the acquired terminology; make a detailed coherent statement about the sequence of performing educational work, etc.

For example, when performing a task for a speech therapist to differentiate any sounds, in the process of analyzing the sound composition of a word, the student should answer something like this:

1st answer option - (the easiest): "There are three sounds in the word" noise ", one syllable. The first sound W , consonant, hissing, hard, deaf. The second sound At , vowel. third sound M - consonant, firm, sonorous.
2nd answer option (more difficult) when comparing two words: "In the word" bite "the third sound" WITH", consonant, whistling, hard, deaf; in the word "eat" - the third sound " W ", consonant, hissing, hard, deaf. The rest of the sounds in these words are the same.

Only such work (as opposed to working with a picture or a series of pictures) will prepare children with OHP for free educational expression in the classroom and, by developing the skills of adequate use of language tools, will prevent the occurrence of functional illiteracy, and in general will contribute to a more complete development of the child's personality.

I stage of correctional and developmental education

Approximate lesson plan for stage I

These guidelines are addressed to speech therapists working in educational institutions. It presents a description of the shortcomings of oral and written speech of schoolchildren with primary speech pathology; techniques for detecting speech defects; the most important provisions of differential diagnosis; the main contingent of speech therapy centers (students with speech development disorders, which prevents the successful development educational programs school institutions - phonetic-phonemic, general underdevelopment of speech); the principles of acquisition of speech therapy centers, groups of students for frontal education are determined.

Examination of children with speech development disorders.
Timely and correct identification of speech deficiencies in children will help the speech therapist determine what kind of help they need and how to provide it more efficiently.

In the process of filling in general data about the child, not only the official progress is recorded (paragraph 5), but also the real level of knowledge of students in their native language is clarified. In cases of underdevelopment of the sound and semantic aspects of speech, ODA (oral and written form speech) these data can be decisive both in determining a clear speech therapy conclusion, and in establishing the primary-secondary nature of a speech defect.

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Download the book The content and organization of the speech therapy work of a teacher-speech therapist of a general educational institution, Bessonova T.P., 2010 - fileskachat.com, fast and free download.

Correction of pronunciation deficiencies in adolescents and adults, A guide for a speech therapist, Gegelia N.A., 2014
Special preschool pedagogy, Dybina O.V., Sidyakina E.A., 2019
Speech therapy grammar for kids, Manual for classes with children 6-8 years old, Novikovskaya O.A.
Speech therapy grammar for kids, Handbook for classes with children 2-4 years old, Novikovskaya O.A., 2004

The following tutorials and books:

Republican Institute

Instructive-methodical letter

About the work of a speech therapist

general education school.

(The main directions of the formation of prerequisites for the productive assimilation of the program of teaching the native language in children with speech pathology)

Moscow

Cogito Center

This instructive and methodological letter is addressed to speech therapists working at general educational institutions. It presents a description of the violations of oral and written speech of schoolchildren studying in general educational institutions; techniques for detecting speech disorders and the most important provisions of differential diagnosis; the main contingent of speech therapy centers (it consists of students whose speech disorders prevent successful learning under the program of general educational institutions - phonetic-phonemic, general underdevelopment of speech); the principles of acquisition of speech therapy centers, groups of students for frontal education are determined.

The methodological recommendations presented in this letter on the organization, planning and content of speech therapy classes with the main contingent of students reflect the basic directions of correctional education for students suffering from various disorders of oral and written speech.

Issue editor: Belopolsky V.I.

© Yastrebova A.V., Bessonova T.P., 1996

© Cogito-Center, 1996

computer layout and design

Edition made to order

Ministry of Education of the Russian Federation

Table 1

SPEECH THERAPY

AT THE COMPREHENSIVE SCHOOL No.

speech card

1. Last name, first name, age

2. School class

3. Home address

4. Date of enrollment at the speech therapy center

5. Progress (at the time of the survey)

6. Complaints from teachers and parents According to the teacher: in the lesson he is not very active, he is embarrassed to speak. According to the mother: she speaks indistinctly, distorts words, does not remember verses ..

7. Conclusion of a psychiatrist (filled in as needed): from medical card indicating the date of the examination and the name of the doctor.

8. Hearing condition: checked if necessary

9. Data on the course of speech development : According to "mother: words appeared by 2 - 2.5 years, phrases - by 4 - 5 years. Speech is incomprehensible to others.

10. The state of the articulatory apparatus (structure, mobility)

Structure - N

Mobility - has difficulty maintaining a given posture and has difficulty switching from one articulatory position to another

11. general characteristics speech (recording of a conversation, independent connected statements)

In a conversation about the family, the child’s answers may be as follows: “Vanya” “Mom’s name is Zoya” “I don’t know” (patronymic) “Dad’s name is Petya” “I don’t know” (patronymic) “Sister’s name is Luda” “At work” (about mom) “Cashier” (to the question - who does he work for?) “I don’t know" (About dad)

a) Vocabulary (quantitative and qualitative characteristics). Quantitative characteristic: the total volume of the dictionary. Qualitative characteristic: errors in the use of words (replacement in meaning and acoustic similarity). Give examples

The dictionary is limited by the realities of everyday topics: an insufficient number of generalized words and words related to adjectives, verbs, etc. Qualitative characteristics: (answers to the tasks presented): lampshade (lamp), hose (water), carafe (bottle), driver (instead of a driver), watchmaker, crane operator, (does not know), postal worker (postman), glazier (glazier), car (instead of transport), shoes (instead of shoes), etc.; brave - weak, lies - does not lie, crow - gate, etc.

b) Grammatical structure: types of sentences used, the presence of agrammatisms. Give examples

Sound? -"P",

2nd sound? - "A"

3rd sound? - "A".

What's the last sound? - "A".

13. Writing: the presence and nature of specific errors (mixing and replacing consonants, agrammatisms, etc.) in the written work of students - dictations, presentations, essays performed by them during the initial examination and in the process of remedial education.

(Written work is attached to the speech card).

Options: 1) plays individual printed letters: A, P, M, 2) prints individual words like: MAK, MOM

14. Reading

a) the level of mastering the technique of reading (letter by letter, by syllable, by words)

Options: 1) knows individual letters: A, P, M, T, 2) knows all the letters, but does not read, 3) reads syllables and monosyllabic words, 4) reads syllables, slowly, monotonously, skips vowels, underreads words, distorts the syllabic structure of the word, confuses some letters.

b) reading errors

Options: 1) NVONR 2) ONR II-III ur. (these conclusions reflect the level of formation of the oral form of speech)

19. Results of speech correction (marked on the map by the time students leave the speech therapy center)

*reading and writing disorders due to OHP;

*reading and writing disorders due to FFN:

*reading and writing disorders due to phonemic underdevelopment.

Mandatory confirmation of the correctness of the speech therapy conclusion in cases of impaired reading and writing are written works and the results of a reading examination.

ORAL AND WRITTEN SPEECH

* to form full-fledged phonemic processes;

* to form ideas about the sound-letter composition of the word;

* to form the skills of analysis and synthesis of the sound-syllabic composition of the word;

*correct pronunciation defects (if any).

These tasks constitute the main content of correctional education for children with phonetic-phonemic and phonemic underdevelopment. As for children with general speech underdevelopment, this content is only the first stage of correctional and developmental education: Thus, the general content and sequence of correctional and developmental education of children with FSP and the first stage of correctional work of children with OHP can be approximately the same. At the same time, the number of lessons on each topic is determined by the composition of a particular group. The fundamental difference in the planning of speech therapy classes will be the selection of speech material that corresponds to the general development of the child and the structure of the defect.

Based on the materials of the examination of students, it is advisable to draw up a long-term work plan for each group of children with impaired oral and written speech, which notes: the composition of students and a brief description of the manifestations of a speech defect; the main content and sequence of work; Estimated time frame for each stage. It can be presented either as a diagram or a description of the areas of work and its sequence at each stage.

table 2

SCHEME-PLAN FOR CORRECTIONAL EDUCATION OF CHILDREN WITH OHP

Stages of corrective work	The content of the work to overcome the deviation of speech development in children	Grammar terms used in class	The content of corrective educational work
STAGE I Filling gaps in the development of the sound side of speech	Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and skills in the analysis and synthesis of the syllable-sound composition of a word Correction of pronunciation defects.	Sounds and letters, vowels and consonants; syllable; hard and soft consonants; separating b; b, voiced and voiceless consonants; stress; double consonants
STAGE 11 Filling in the gaps in the development of the lexical and grammatical means of the language	1. Clarification of the meanings of the words available to children and further enrichment of the vocabulary both by accumulating new words related to various parts of speech, and by developing in children the ability to actively use various methods of word formation 2. Clarification, development and improvement of the grammatical formation of speech by mastering children with phrases, the connection of words in a sentence, sentence models of various syntactic constructions. Improving the ability to build and rebuild sentences adequately to the plan.	Composition of the word: root of the word, cognate words, endings, prefix., suffix; prefixes and prepositions; Difficult words; gender of nouns and adjectives, number, case Number, tense of verbs, unstressed vowels	Formation of skills for organizing educational work, Development of observation of linguistic phenomena, development of auditory attention and memory, self-control, control actions, ability to switch.
STAGE III Filling in the gaps in the formation of coherent speech	Development of skills for constructing a coherent statement: a) establishing a logical sequence, coherence; b) selection of language means for constructing an utterance for various purposes of communication (proof, evaluation, etc.)	Sentences are narrative, interrogative, exclamatory; connection of words in a sentence; sentences with homogeneous members, compound and complex sentences; text, theme, main idea	Formation of skills of organization of educational work. The development of observation to linguistic phenomena, the development of auditory attention and memory, self-control of control actions, the ability to switch.

Of the total number of lessons at this stage, the first 10-15 lessons are highlighted, the main tasks of which are the development of phonemic representations: staging and fixing the set sounds; the formation of full-fledged psychological prerequisites (attention, memory, the ability to switch from one type of activity to another, the ability to listen and hear a speech therapist, the pace of work, etc.) to a full-fledged educational activity. These classes may have the following structure:

*15 minutes- the frontal part of the classes, aimed at developing the phonemic hearing of children, developing attention to the sound side of speech (the work is based on correctly pronounced sounds) and filling in the gaps in the formation of psychological prerequisites for full-fledged learning,

*5 minutes- preparation of the articulatory apparatus (a set of exercises is determined by the specific composition of the group);

*20 minutes- clarification and staging (calling) of incorrectly pronounced sounds individually and in subgroups (2-3 people), depending on the stage of work on the sound.

With first-graders studying according to the program 1-4, you can work on a similar structure for the first 20 lessons, adjusted for the mode of operation of these classes (35 minutes).

At the subsequent lessons of the first stage, automation of the set sounds is carried out in the process of frontal lessons.

The need for such an approach is due to the basic principle of correctional and developmental education of children with OHP, namely: simultaneous work on all components of the speech system. In connection with this method of oral advancing, elements of work on the formation of lexical and grammatical means of language and coherent speech are selectively included in the classes of the first stage.

The frontal part of the next 40-45 lessons consists of work on:

* the development of phonemic processes;

* the formation of skills in the analysis and synthesis of the sound-syllabic composition of the word, using the letters studied by this time in the class and the worked-out words-terms;

* the formation of readiness for the perception of certain orthograms, the spelling of which is based on full-fledged ideas about the sound composition of the word;

* fixing sound-letter connections;

* Automation of delivered sounds.

Speech and suggestion.

sentence and word.

Sounds of speech.

Vowel sounds (and letters passed in the class).

Dividing words into syllables.

stress.

Consonant sounds (and letters passed in the class).

Hard and soft consonants.

voiced and voiceless consonants.

Sounds of Pi P ’. Letter P.

B and B sounds ". Letter B.

Differentiation B-P. (B "-P '')

Sounds T And T. Letter T.

Sounds D And D". Letter D.

Differentiation T-D.(T "-D ').

Sounds TO And TO". Letter K.

Sounds G and G'. Letter G.

Differentiation K-G. (K "-G 1).

Sounds C and C '. Letter C.

Sounds 3 And 3". Letter 3.

Differentiation C-3. (S "-Z ').

Sound W and the letter Sh.

Sound AND and the letter Z.

Differentiation Sh-Zh.

Differentiation S-Zh.

Differentiation Zh-3.

Sounds R And R ' . Letter R.

Sounds L and L. Letter L.

Differentiation R-L. (L "-R ').

Sound H and the letter C.

Differentiation Ch-T

Shchi sound letter Sh.

Differentiation Shch-S.

Differentiation Shch-Ch.

The sound C and the letter C.

C-S differentiation.

C-T differentiation.

C-Ch differentiation.

At the end of stage I of correctional and developmental education, a check should be made of the students' assimilation of the content of this stage.

By this time, students should have:

* the focus of attention on the sound side of speech has been formed;

*Filled the main gaps in the formation of phonemic processes;

* the initial ideas about the sound-alphabetic, syllabic composition of the word have been clarified, taking into account program requirements;

*set and differentiated all sounds;

*Children's vocabulary has been clarified and activated, and the structures of a simple sentence have been clarified (with a small distribution);

* the words-terms necessary at this stage of training are entered into the active dictionary: - sound, syllable, fusion, word, vowels, consonants, hard-soft consonants, voiced-voiced consonants, sentence, etc.

For example, in the process of differentiating sounds Ch-Sch The speech therapist invites the children to listen carefully to the words: puppy, brush, box, to determine whether the sound is the same in all words. Further, on the instructions of the speech therapist, the children change the words so that they denote a small object. (puppy, brush, box), and determine what has changed in the sound composition of the word, the location of the sounds Ch-Sch . The same work can be done when differentiating other sounds. (WITH-W - sun-sun), as well as in the process of studying individual sounds. At the same time, the method of comparing words by sound composition remains pivotal in all tasks. (What new sounds appeared in the newly selected words? Compare two words. What sounds do they differ in? Determine the place of this sound: in what place does it stand? after which sound? before which sound? between which sounds?). As an example, here are some methods of suffix word formation (diminutive-petitive and augmentative suffixes) that can be effectively used at stage I of the correctional and developmental education of children with OHP:

AND- boot-boot, book-book, horn-horn, W - hut-hut, house-house , H- glass-glass, rope, piece. When distinguishing sounds Ch-Sch, S-Sch you can invite children to change the words so that they have an augmentative meaning: Ch-Sch - hand-hands, wolf she-wolf; S-Sch- nose-nose, mustache-mustache.

By implementing a differentiated approach, individual students can be offered more complex tasks. For example, compare the sound composition of words in a form that requires them to agree on words in gender, number or case. This work takes place in the following sequence: at first, when differentiating sounds C-3 the speech therapist suggests naming pictures for the sound being studied and determining its place in the word (stem, currant, cloth, leaves); name the color of the presented pictures (green). Determine the location of the sound 3 "; then the children are invited to compose phrases, clearly pronouncing the endings of adjectives and nouns (green stem, green currant, green cloth, green leaves); such a task ends with a mandatory analysis of words in phrases, highlighting differentiable sounds and giving them a complete articulatory and acoustic characteristics and determining their place in each analyzed word.

For example, when performing a task for a speech therapist to differentiate any sounds, in the process of analyzing the sound composition of a word, the student should answer something like this:

* 1st answer (the easiest): "There are three sounds in the word "noise", one syllable. The first sound is Ш, consonant, hissing, hard, deaf. The second sound is U, vowel. The third sound M- consonant, firm, voiced.

* Option 2 (more difficult) when comparing two words: "In the word" bite "the third sound" C ", consonant, whistling, hard, deaf; in the word" eat " - the third sound "Sh", consonant, hissing, hard, deaf. The rest of the sounds in these words are the same.

IV. TEACHER SPEECH THERAPIST

Teachers-speech therapists are appointed persons who have a higher defectological education or who have graduated from special faculties in the specialty "speech therapy".

The speech therapist teacher is responsible for the timely early detection of children with primary speech pathology, correct new acquisition of_groups, taking into account the structure of speech defect, _ as well as for the organization correctional and developmental education. In his work, the speech therapist teacher pays special attention to the propaedeutics of a secondary defect in children (reading and writing disorders), which prevents poor progress in their native language.

The salary rate of a speech therapist is set at 20 astronomically x cha owls peda gogic work per week, of which 18 hours are devoted to working with children in groups and individually. 2 hours are used for consulting work. First of all, during consultation hours, the speech therapist teacher has the opportunity to accurately establish the speech therapy conclusion and more carefully examine the speech of children; give recommendations to students and their parents on the correction of a phonetic defect; consult with parents, teachers to determine the severity of the speech defect; draw up the necessary documentation.

During the holidays, speech therapists are involved in pedagogical, methodological and organizational work, which may include the following:

* Identification of children in need of speech therapy assistance directly in preschool institutions or when enrolling children in school;

*participation in the work of the methodological association of teachers-speech therapists and speech therapists preschool institutions;

* participation in seminars, practical conferences schools, districts, cities, regions, territories, republics;

*preparation of didactic, visual material for classes.

A speech therapist who is the head of a speech therapy center can be paid for managing an office.

If available in locality, district, region of several speech therapy centers of general educational institutions, methodological associations of speech therapists are being created at the educational authorities, methodological rooms, institutes for advanced training of educators. Methodical associations of teachers-speech therapists are held according to the plan no more than 3-4 times in the academic year.

The head of the methodical association of teachers-speech therapists can be a full-time methodologist of the methodical office (center) of the given region; speech therapists may be involved in this work on a part-time basis, but not more than 0.5 monthly norm of working time.

In remote, small-scale general educational institutions, speech therapy assistance can be provided by teachers who have specialized in speech therapy for an additional fee (see Regulations).

General educational institutions that have leveling classes (for children with mental retardation), correctional and developmental classes (for children with learning difficulties and adaptation to school) exercise the granted right to include the position of a speech therapist in the staff of this institution in accordance with regulatory documents (Collection of orders No. 21, 1988). Order No. 333.

On the consumption rates of ethyl alcohol at speech therapy stations at general educational institutions, see "Instructive letter of the Ministry of Education of the RSFSR dated January 5, 1977 No. 8-12 / 25. Collection in assistance to the principal of a special school Moscow, "Enlightenment", 1982).

LR No. 064615 dated 06/03/96

Signed for publication on 29.08.96. Format 60 x 84 /16. Headset Arial

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Republican Institute

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______________________________________________________________________

A.V. Yastrebova, T.P. Bessonova