CORRECTIONAL WORK ON THE FORMATION OF PHONEMATIC HEARING
Corrective work on the formation of phonemic hearing with children suffering from speech disorders consists of two stages:
1) development of auditory attention;
2) the formation of phonemic hearing.
1. The development of auditory attention with the help of non-speech sounds at the preparatory stage.
Distinguishing non-speech sounds: loud - quiet, long - short, high - low, pleasant (kind, affectionate) - unpleasant (evil, rude).
Exercises and games to help develop auditory attention:
- What sounds break the silence?
- "Who will hear more sounds?",
- "Name the sounds of the room"
- "Name the sounds of the street"
- “Remember the sounds of the forest, meadow, swamp”,
- “Find the same box of cereal by sound”,
- “Zhmurki with a bell”,
- "Ladushki",
- "Morse code",
- "Whose voice?"
- "Sun or Rain"
- “Guess by the sound what to do?”,
- The sound of musical instruments.
- Insect songs.
- Voices of animals, birds.
- Transport sounds.
- Sounds of working tools.
2. Formation of phonemic hearing throughout all stages of correctional work.
The main educational tasks in this area of correctional work:
- to form in children systems of clearly distinguishable, opposing phonemes;
- teach to pronounce words of various syllabic complexity;
- learn to freely use the acquired skills in independent speech.
Work on the development of phonemic perception is carried out in the following sequence:
1. Acquaintance with isolated sound associated with a specific image (in stories).
2. Distinguishing isolated sounds associated with a specific image.
3. Distinguishing sound in a word.
4. Determining the place of sound in a word (at the beginning, in the middle, at the end of a word).
5. Distinguishing by ear in words sounds similar in sound or articulation (whistling - hissing, voiced - deaf, R - Letc.).
6. Inventing words for a certain sound.
IN preschool age The main activity of the child is play. An entertaining game situation helps the child comfortably and effectively develop phonemic hearing and overcome defective pronunciation in individual, group and frontal exercises.
Suggested games and game exercises for the development of phonemic hearing are built with a gradual complication of game and educational tasks. First, we teach children to hear, distinguish and identify the first sound in one word (d / and “Define the first sound”), then the first and last sounds in a series of words (game “Chain of words”).
Then they determine any position of the sound in the word: at the beginning, in the middle or at the end (game exercise “Find the place of the sound in the word”). In addition, older preschoolers practice in selecting words with a certain sound (games “Who lives in the house?”, “Collect a bouquet”), in differentiating the most complex sounds: N–Sh, R–L (games “Who will collect things faster?”, “Shop”).
In the game exercise “Find a Pair”, the child, moving the arrow around the disk, learns to select words by sound:bowl - bear, mustache - wasps, com - catfish and so on.
With the help of entertaining puzzle games like “Build a Pyramid”, preschoolers are trained to determine the number of sounds and syllables in words. So, in a “flower shop” you can buy a flower if you can determine the number of syllables in its name.
The original game “What are their names?”, Under the terms of which the child makes up the name of a girl or boy, focusing on the first sounds in the names of objects:poppy-stork-hat-watermelon = M-a-sh-a.
The determination of the hardness or softness of the first consonant sound can be fixed in the d / and “Two houses”.
According to a series of pictures, children determine the “third extra” sound, focusing on the beginning of the word. The distinction between mixed sounds is confirmed in the game "The Fourth Extra".
The division of words into syllables is fixed in the game “Decorate the Christmas Tree” (two- and three-syllable words:star-yes, chlo-push-ka etc.).
Cardboard girl dolls (vowels) and boy dolls (consonants) train preschoolers from the age of four to determine the desired sound by articulation. Toddlers lay out the pictures according to the sounds-little men ( And not - but a rbuz, but an album, but a bus etc.) Recognition and distinction of speech sounds, syllabic division of words is formed in word games: “Echo”, “Field of Miracles”, “Live Sounds”, “For Mushrooms”, “Bang the word by syllables with the ball”. They develop the phonemic interest of the game: “Pick up a rhyme”, “Tell a word”, “Words-shifters”, “Additives”.
Preschoolers especially like games with various manipulations: “Catch a fish”, “Ring-buzz”, “Telegraph”.
“Feed the pea man” - this is the name of the d / and, which contributes both to the formation of the FS and the development fine motor skills hands First, the child must isolate the control sound from the sound series. For example, the teacher calls “A” - the child answers “no”, “F” - “no”, “M” - “no”, “ R" - "Yes. Eat, R oma please!” and with these words sends one pea into the mouth of the “little man”. Then the child performs a similar task with a syllabic series, and only then with a verbal one. When two control sounds are found in one word, it is necessary to give the “little man” two peas. Children give different names to the “pea man” - depending on the control sound ( Semyon, Zakhar, Misha, Zhenya, Volodya, Roma, Igor, Kostya, Gena, etc.).
At all stages of correctional work (from staging an isolated sound to differentiating mixed sounds in a word), an indispensable tool for a speech therapist is a selection of pictures-symbols for difficult speech sounds, used in classes in various variations:
pump - [s]
mosquito - [s]
tit - [c]
goose - [ w ]
beetle - [f]
grasshopper - [h]
snake - [n]
aircraft - [l]
boat - [p]
The speech therapy loto “Pick and name” contributes to the automation of the sound on duty in all positions in the word. Picture material for correcting pronunciation defects “Differentiation” helps children to distinguish between mixed sounds: S-Sh, W-F, L-R, etc.
The use of special cases for sound analysis (as effective method development of FS) takes place in the classroom in preparation for the development of literacy. Six-year-olds make up a sentence, for example: “My friend Petya caught a big crucian on the lake.”Children put a long strip on the table and say: “This is a proposal. It starts with capital letter. A period is placed at the end of the sentence. Then they isolate the words in turn in the sentence, pointing to each short strip:
My
Friend
Peter
caught
On
lake
Big
Carp.
This sentence has eight words.
Next operation: dividing words into syllables (in various kinesthetic ways):
- clapping hands,
- control of the lowered chin with the right hand,
- shagoslogometry.
Let's choose one word, for example, "lake" and perform its sound analysis using the "Sound Characteristics" algorithm:
[o] - vowel sound,
[h "] - consonant sound, soft, sonorous,
[e] - vowel sound,
[r] - consonant sound, solid, voiced,
[o] is a vowel sound.
The word “o-ze-ro” has three syllables, five sounds.
In a game situation, a clear isolated sound is evoked with the help of toys:
mosquito - [h], yellow beetle - [g], grasshopper - [h], snake - [u], airplane - [l], boat - [p].
In the process of corrective work with preschoolers at the stages of automating sound in a word, the sentence uses toys to sounds that are complex in articulation:
- from lon, from obak, from vinya, etc.
- snake, goat, monkey, etc.
- chicken, chicken, sheep, etc.
- sh and shka, bear, mouse, etc.
- well uk, zh iraf, zh ik, etc.
- h turtle, Chippolino, butterfly hka, blacksmith hik, etc.
- puppy, brush, ratchet, etc.
- horse, fox, airplane, etc.
- fish, cow, boat, Bur atino, etc.
Automation and differentiation of sounds at various levels (from a direct syllable to independent speech) is accompanied by speech exercises with a toy phone anda voice recorder toy (one of the best ways to control a child's own speech).
On such a variety of game didactic techniques, the interest of children in the process of forming a FS is constantly maintained.
THE FORMATION OF PHONEMATIC HEARING IS THE MAIN CONDITION FOR SUCCESSFUL LITERACY TEACHING.
1. Relevance of the topic.
2. Basic principles of corrective work.
and perception.
phonemic hearing and perception.
5. List of references.
6. Application.
The native language serves as a powerful, active means of the comprehensive development of the child's personality. This places great demands on the quality of our speech. The more intelligible and expressive the child's speech, the deeper and richer his ability to know reality. The more perfect the baby's speech, the more correctly his relationships with children and adults will be formed, i.e. his behavior and, consequently, his personality as a whole.
On present stage In the development of education, the problem of increasing the number of children with impaired speech development, and, consequently, with impaired phonemic hearing and perception, and, accordingly, the problem of preventing and overcoming violations of the means of linguistic instinct, becomes acute.
The problem of the development of phonemic hearing and perception in children is relevant in that it is an integral part of the language sense, without it it is impossible to form it. higher level— sound analysis and synthesis. In this regard, an important task arises to develop phonemic hearing and perception in preschool children, and this, in turn, requires improvement. educational process taking into account the development of the laws of the entire system of speech development.
Preschool childhood is the period when general development child and lays the foundation for this development. All aspects of speech receive a certain direction of development (the formation of a dictionary, the grammatical structure of speech, coherent speech, familiarization with fiction), but the development is more intensive sound culture speech, and consequently, the development of phonemic hearing.
According to T. A. Tkachenko, the development of phonemic hearing is an element of linguistic instinct. The development of phonemic hearing and perception has a positive effect on the formation of the entire phonetic side of speech and the syllabic structure of words. With a special corrective work According to the development of phonemic hearing, children perceive and distinguish the endings of words, prefixes in single-root words, common suffixes, prepositions, words of a complex syllabic structure much better, and without this, the formation of sound analysis and synthesis is impossible.
However, issues directly related to the problems of the formation of phonemic hearing and perception in children with normal speech have not been sufficiently developed. Studies of the development of phonemic hearing and perception in preschool children are of particular interest, since its delay creates certain difficulties in the development of the pronunciation side of speech, which are clearly manifested and entail difficulties during the transition of the child to school.
Correction of speech development in children with a violation of the formation of a sound culture of speech using the development of phonemic hearing and perception in preschool children is one of the conditions for their readiness to study at school.
But the technology for the development of phonemic hearing and perception remains insufficiently developed.
OBJECT - the processes of formation of phonemic hearing and perception of preschoolers with general underdevelopment speech.
ITEM – a technique for the formation of phonemic hearing in children of different age groups.
TARGET - development of a mini program for the diagnosis and development of phonemic hearing in preschoolers with general underdevelopment of speech.
Based on the goal, the following tasks can be distinguished:
The purpose of correctional and speech therapy work is the development and correction of phonemic functions in preschoolers with general underdevelopment of speech
Corrective work is based on a number of principles:
* The principle of a differentiated approach.
It is due to varying degrees of severity of violations of phonemic functions, features of symptoms, individually - psychological characteristics of children.
* Ontogenetic principle.
Offers to take into account the sequence of development of phonemic functions in ontogenesis. In this regard, corrective work is built in a certain sequence.
*Principle of gradual formation of mental actions.
In the process of developing complex forms of phonemic perception, it is necessary to take into account the fact that each mental action goes through certain stages of formation: the development of actions based on materialization, in terms of loud speech, and transfer to the mental plane. In accordance with this, initially, auxiliary means are included in the work, then work is carried out on the plane of loud speech, and then on the internal plane.
* The principle of gradual complication of tasks and speech material.
Initially, simple speech material is offered, and its consolidation allows you to move on to more complex, and, accordingly, to more high level work.
Along with the above principles, general didactic principles are used in correctional work: the principle of visibility and accessibility of the material, the principle of conscious assimilation of knowledge, the principle of student activity, the principle of taking into account the age characteristics of the child.
Since the leading activity for preschoolers is the game, games and game techniques are widely used in correctional work.
Work on the formation of phonetic perception is recommended to be carried out in the following areas:
1. Development of auditory attention and memory.
2. Development of simple forms of phonemic analysis.
3. Development of complex forms of phonemic analysis.
4. Development of phonemic synthesis.
5. Development of phonemic representations.
6. Exercises to consolidate the skills of phonemic analysis.
Work in the above areas is carried out in game form in system speech therapy classes and is built differentially, depending on the degree of violation of phonemic perception, on the characteristics of the symptoms, on the individual - psychological characteristics children.
For each child, the content of speech therapy work and the starting step in correction are individually determined. In this regard, the recommendatory methodology indicates the main areas of work and types of exercises for them. The corrective process requires long exercises with multiple repetitions. If the material is not absorbed by the child, then it is necessary to repeat the exercises of the previous stage.
I. Development of auditory attention and memory.
1. Development of attention and memory based on non-speech sounds.
* Game "Guess what I'm doing?"
Procedure: Children sit in a semicircle, a speech therapist behind a screen performs
various actions with objects, after which the children name these actions: tears paper, pours water, ... ..
* Games "Parade of sounds", "Do the same", "Bell", "What animals say", "Quiet - loud"
2. The development of auditory attention and memory based on speech material.
* Game of lotto.
Procedure: Children have pictures. The speech therapist calls the words, the children should hear the word denoting the depicted object in the picture and close it with a card.
* The game "Remember and name."
Procedure: The speech therapist calls 3-4 words. Children listen and memorize the words named by the speech therapist. Then each child says one word. The naming sequence must be followed.
* Games: "Remember - show", "Pick up the word"
II. Development of simple forms of phonemic analysis.
1. Phonemic analysis of a number of vowels.
A) determining the presence of a vowel sound in a series of vowel sounds.
Speech material:combinations of 2-5 vowels.
Procedure: The speech therapist dictates a series of vowel sounds, the child reacts by moving back this sound.
Instruction: Listen and raise your hand if you hear a sound...
B) determination of the number and sequence of the sound series of vowels.
Speech material:a series of vowels (2-3).
Procedure: The speech therapist pronounces a sound series, asks the child to say how many vowels are in the series and list them in order.
Instruction: Listen and say how many sounds I named, name them.
2. Phonemic analysis of open and closed syllables.
Speech material:first open syllables, then closed
(note: slotted sounds are more easily distinguished from open syllables, plosives - in closed syllables).
A) Determination of the presence of a vowel sound.
B) Determination of the presence of a consonant sound.
At this stage, work is underway to assimilate the concepts of "vowel", "consonant", "syllable", "word" by children. Children learn the main characteristics of consonant sounds (hard - soft, voiced - deaf), the syllable-forming role of the vowel sound, the color designations of sounds in the schemes: red - vowel sound, blue - hard consonant sound, green - soft consonant sound.
Consonant sounds for phonemic analysis are taken first preserved in pronunciation, then newly called and automated.
3. Phonemic analysis of words.
The phonemic analysis of words is given on the basis of the increasingly complex sound-syllabic structure of words.
Speech material is given in the following sequence:
~ monosyllabic words, such as: mustache, house, rice;
~ two-syllable words from open syllables, such as: hand, river;
~ two-syllable words from open and closed syllables: ax, sugar;
~ two-syllable words with confluence: cat, donkey, pocket;
~ monosyllabic words with confluence at the beginning of the word: chair;
~ monosyllabic words with confluence at the end of the word: wolf, tiger;
~ two-syllable words with confluence at the beginning of the word: grass, firewood;
~ two-syllable words with confluence at the beginning and middle of the word: flower bed, cover;
three-syllable words in the same sequence as two-syllable ones.
At the initial stage of training, phonemic analysis is carried out using visual-subject aids: diagrams, chips, drawings, counting rulers, etc.
A) Isolation of sound against the background of the word.
Speech material:according to the above sequence.
Procedure: Both vowels and consonants are offered for selection. Instruction: Raise your hand if the word has a sound...
- name and select pictures, in the name of which there is a given sound;
- set aside as many chips as I called words with a given sound.
B) Isolation of the first stressed vowel from the word.
Speech material:
Procedure: Words are offered with intonation, randomly, it is possible to use pictures.
Instruction: Name the first vowel sound of the word:
- (when teaching literacy / from 6 years old /, possibly letter designation vowel sound) write the vowel at the beginning of the word
- pick up and name (or pictures) starting with a stressed vowel
etc.
c) Isolation of the first consonant sound from a word.
Speech material:in the order described.
Procedure: Words are offered with intonation, and then without it.
Instruction: Name the first consonant:
- raise the blue card if the first consonant sound in the word is hard and green if the first consonant sound is soft;
- mark the first consonant sound on the word diagrams with a color: blue or green, name it;
- (for literacy) mark the first consonant sound in the word with a letter, name the sound, letter.
d) Definition of the final consonant in the word.
speech material: first in words, such as: ace, mustache, nose; then more complex sound-syllabic structures.
Procedure: The speech therapist pronounces words or shows pictures in the name of which the child names and characterizes the last sound.
Instruction: What is the last sound in the word?
- raise your hand, if the last sound in the word is soft (hard, deaf, sonorous), name it;
- mark the last sound in the words in the diagrams with colored pencils;
- select pictures with a given sound at the end of a word.
e) Identification of a stressed vowel from the middle of a word.
Speech material:in the order described (words first,
type: juice, house, rice).
Procedure: First, the words are given with a long pronunciation of the vowel, then an approximation to the usual pronunciation in more complex word constructions. Instruction: Name the stressed ("strong") vowel sound of the word:
- raise your hand if the word "strong" sound ...
- (for literacy) designate the “stressed” vowel sound in the word with the corresponding letter (except for words in which the pronunciation does not differ from the spelling).
III. Complex forms of phonemic analysis (from 6 years old)
1. Development of the skill to determine the number of sounds in a word.
Speech material:in the order described.
Procedure: The speech therapist presents the words, the number of sounds that the child calls or shows.
Instruction: Show how many sounds are in the word (on the counting row):
- name how many sounds in a word;
- lay out as many chips as there are sounds in the word;
- select pictures with a given number of sounds;
- tap the number of sounds in the word;
- write with a number (with sticks) how many sounds are in the word;
- sort the pictures into 2 groups according to the number of sounds;
Count how many consonants (vowels) are in the word.
2. Development of the ability to determine the sequence of sounds in a word.
Speech material:in the order described.
Procedure : The speech therapist presents the word, the sounds that the child calls sequentially.
Instruction: Name the picture and list the sounds, names in order:
- listen to the word and name the word by sounds;
- lay out the word with colored chips;
- fill in the diagram, designating the sounds with the color corresponding to the sound;
- name the words "by sounds", describe each sound.
3. Development of the skill of determining the place of sound in a word.
Speech material:The child determines the place of the sound given by the speech therapist and analyzes the sound structure of the word.
Instruction: Find the place of sound ... in the word;
- name the picture, the place of the sound ... in the word;
- select pictures, in the name of which the sound ... is in 2 (3.4) place;
- name the place of sound ... in words (in a series of words);
- indicate the place of the sound on the diagram;
- name the “neighbor on the right” of the sound ... (option: “neighbor on the left”, neighbors);
- name, after which sound there is a sound ... (option: before which sound);
- name, designate between which neighbors there is a sound;
- draw up a word scheme (from colored chips, cards, color with pencils);
- analyze the scheme of the word (according to the plan: the number of sounds, the 1st sound, its characteristics, 2nd, 3rd, ..., last);
- compare word schemes, match them with words from the pictures;
- choose from the pictures those whose names correspond to this scheme ..., explain why);
- Arrange the pictures in two groups, under the schemes corresponding to them.
IV. Development of phonemic synthesis.
Speech material:The sounds are given first in an undisturbed sequence, then in a "mixed order".
Procedure: Children compose and name words from the sounds presented by the speech therapist, which are offered with “interference” (claps, a temporary break, some word, for example: ……, then……., then…….).
Instruction: Name the word that I thought of.
V. Development of phonemic representations
Speech material:depending on the stage of development of phonemic perception. Procedure: The speech therapist sets the conditions, and the child, based on his experience, performs the task.
Instruction: Think of a word with the sound ...:
- come up with a word with 3, 4, 5 sounds;
- select pictures with 3 and 5 sounds without naming them;
- pick up a word with a sound in a given place (at the beginning, at the end, in the middle of the word).
VI. Exercises to consolidate the skills of phonemic analysis
1. Select pictures with a given sound in the title, with the definition of the number of sounds.
2. Come up with words with a certain number of sounds and with a sound in a certain place (for example: from 5 sounds, with the sound P in 3rd place: ball).
3. Add a different number of sounds to the same word to get the word: PA + (steam, park, ferry, sails).
4. Convert words:
- adding sound: mouth-mole; fur-laughter; wasps-spits; (maybe a comparison of these word patterns);
- removing sound: plow-meadow; corner-goal;
- changing one sound of a word (chain of words): catfish-juice; souk-soup-soh-sor-…;
- rearranging sounds: saw-linden; paw folder; ...
- compiling new words from the sounds (letters) of one word: trunk-ox; -thol; -table.
5. Start each word with the sound (letter) of the last one: house-, poppy-, rink-, cat-, ... (the game can be made more difficult by limiting the number of letters in words).
6. Word-mystery: according to pictures, from the first sounds of the names of which a new word or picture name is formed.
7. Name the word in which the sounds are arranged in the reverse order: nose-sleep, sor-ros, cat-talk.
8. Guess word: certain sounds of words (3rd) fit into the squares, a guess word is obtained.
9. Solving crossword puzzles, puzzles, diagrams.
10. Finding a common sound in words, for example: moon-hammer.
11. Selection of words for graphic diagrams.
12. Work (from 6 years old) on sound - letter analysis words, with parsing and "typing" words in a notebook.
Bibliography
1. Gvozdev A.N. Acquisition of the sound side by children mother tongue. //Reader on the theory and methodology of speech development of preschool children. /Comp. M.M.Alekseeva, V.I.Yashina. - M., 2000. - S.302-311.
2. Gerbova V.V. Learning to Speak: A Handbook for Children Wednesdays. doshk. age. /V.V.Gerbova. - M., 2002.
3. Golovchits L. On the prevention of deviations in the development of auditory perception in preschoolers / / Preschool education, No. 6, 1998, pp. 71-76.
4. Gorchakova A.M. Formation of phonemic processes. //Logopedia, No. 1-2, 2003, p.28-30.
5. Kashe G.A. "Teaching literacy to children with phonetic and phonemic underdevelopment of speech".
6. Kovshikov V.A. "Correction of violations of sound discrimination" St. Petersburg. 1995
7. Lalaeva R.I. "Methods of psycholinguistic study of speech disorders in abnormal children". D-d, 1990
8. Speech therapy. Tutorial for students of defectological faculties pedagogical institutes. (under the editorship of Volkova L.S., M., 1995)
9. Speech therapy. (under the editorship of Pravdina O.V., M., 1969)
10. Lopatina L.V., Serebryakova N.V. Logopedic work in groups of preschoolers with an erased form of dysarthria. St. Petersburg, 1994
11. Lukina N.A., Nikkinen I.I. Teach me to hear (Development of auditory perception, attention and memory). - St. Petersburg, 2003.
12. Rybina E.V. "Preparation of preschoolers with speech disorders for sound analysis" Defectology, 1989
13. Tkachenko T.A. "The development of phonemic perception and skills
sound analysis. St. Petersburg, 1998
14. Tkacheva L.F. The development of phonemic hearing in children as a prerequisite for the successful mastering of phonetics and spelling. // Questions of psychology, No. 5, 1980, pp. 95-103.
15. Shvetsova I. Formation of phonemic perception and sound analysis in preschool children with general underdevelopment of speech// Preschool education, No. 5, 2007, pp. 71-77.
Annex 1.1
forward planning conducting didactic games aimed at developing non-speech hearing in children of primary preschool age
|
Timing |
Games |
Tasks |
|
October |
"What did it sound like?" |
develop auditory perception, attention; differentiate the sounds produced by musical toys (bell, pipe); recognize, know and name sounding toys; understand and use the verbs: “ringing”, “buzzing”, “knocking”. |
|
“Rustle, crackle” |
differentiate non-speech sounds; know and use verbs in the past tense: “rustled”, “cracked”. |
|
|
november |
“Where is the bell (drum, rattle)?” "Where did you call?" |
determine the direction of the sound, name its position in space, using adverbs: “in front”, “behind”; recognize and name nouns denoting sounding toys. determine the direction of the sound; understand and use adverbs: “front”, “behind”, “above”, “below”. |
|
December |
“The rain pours and drips” |
to distinguish between the tempo of sounding (frequent and rare sounding of imitations). |
|
“Did you ride or come?” |
develop the switchability of auditory attention, reproduce movements in accordance with the rhythm of beats on a tambourine, develop coordination of movements, fine motor skills. |
|
|
January |
“Funny dolls” |
correlate a toy (picture) with onomatopoeia; know and name sounding toys; understand and use adverbs in speech: “quietly”, “loudly”; differentiate between loud and soft sounds. |
|
"Fruits" |
distinguish non-speech noises; recognize, name in speech nouns denoting fruits or fruit trees: “apple”, “grape”, “apple tree”. |
|
|
February |
"The box rattles" |
differentiate non-speech noises; find the same sounding noise boxes. |
|
"Find a couple" |
differentiate non-speech noises and highlight those that sound the same. |
|
|
March |
“High-Low” |
identical in sound, to differentiate high and low non-speech sounds. |
Appendix 2.1
Long-term planning for conducting didactic games aimed at developing phonemic perception in children of middle preschool age
|
Timing |
Games |
Tasks |
|
October |
"Be careful" |
select a given word from a number of others. |
|
“Who is the most attentive?” |
extract the given word from the text. |
|
|
november |
"In the forest" |
to differentiate loud and quiet sounds of the AU syllable; play onomatopoeia softly and loudly. |
|
"Bear and cub" “The blizzard howls, and the breeze helps” |
develop auditory attention, differentiate onomatopoeia produced by high and low voice. develop auditory perception, determine the duration of the sound of speech sounds. |
|
|
December |
"Calm Tanya" |
select the sound A from a number of sounds; understand and use in speech the verbs of the present tense “cries”, “dropped”. |
|
“Let's give chamomile a drink” |
learn to distinguish the vowel A from a number of others. |
|
|
January |
"Locomotive" |
select the sound Y from a number of sounds; understand and use in speech the verbs of the present tense “runs”, “buzzes”. |
|
"Songs of the Forest" |
continue to develop auditory attention, phonemic hearing, distinguish the vowel U from a number of vowel sounds. |
|
|
February |
"Guess" |
differentiate sounds [I], [U]; correlate onomatopoeia with the subject; develop fine motor skills. |
|
“Big house - small house” |
differentiate sounds [A], [O]; develop general motor skills. |
|
|
March |
"Repeat after me" |
differentiate the sounds P-B in syllables, words. |
|
“Repeat” |
develop auditory attention; differentiate direct and reverse syllables. |
|
|
April |
“Alyonushka-revushka” |
learn to determine the number of spoken speech sounds, develop auditory attention and memory. |
|
“Spring rain” |
develop auditory attention and phonemic perception of words that are similar in sound composition; coordinate speech with movement. |
Exercises for the development of phonemic hearing are built on the principle from simple to complex. Having identified at what stage the baby ceases to cope with tasks, start from this level.
FIRST LEVEL- recognition of non-speech sounds. Distinguishing non-speech sounds by ear is the foundation and basis for the development of phonemic hearing.
The game "Guess what it sounded." Listen carefully with your child to the sound of water, the rustle of a newspaper, the clink of spoons, the creak of a door.
and other everyday sounds. Invite the child to close their eyes and guess what sounded now.
The game "Noisy bags". Together with the baby, pour cereal, buttons, paper clips into the bags. The child must guess by the sound of the shaking bag what is inside.
Game "Magic wand". Taking a pencil or any stick, tap it on various objects in the house. The magic wand will make the vase, table, wall, bowl, etc. sound. Then complicate the task - let the baby guess with eyes closed what subject sounded.
The game "Zhmurki". The child is blindfolded, and he moves to the sound of a bell, a tambourine, a whistle.
The game "Clap". The child repeats the rhythmic pattern of clapping. For example: two clap, pause, one clap, pause, two clap. In a more complicated version, the baby repeats the rhythm with his eyes closed.
SECOND LEVEL- Distinguishing speech sounds by timbre, strength and pitch.
Loud and quiet game. Agree that the baby will perform certain actions - when you say the words loudly and when you say it quietly.
Game "Three Bears". The child guesses which of the heroes of the fairy tale the adult speaks for. A more complicated option - the baby himself speaks for three bears, changing the pitch of his voice.
THIRD LEVEL- Distinguishing similar-sounding words.
The game "Listen and choose". Pictures with words similar in sound (com, catfish, scrap) are placed in front of the child. The adult calls the object, and the child must raise the corresponding picture.
True or False Game. An adult shows the baby a picture and names the object, replacing the first sound (forota, short, morota, gate, porta, good). The task of the child is to clap his hands when he hears the correct pronunciation.
FOURTH LEVEL- Distinguishing syllables.
The game "Clap". An adult explains to a child that there are short and long words. He pronounces them, intonation separating syllables. Together with the child, he pronounces the words (pa-pa, lo-pa-ta, ba-le-ri-na), flapping syllables.
The game "What's wrong?" The adult pronounces the rows of syllables “pa-pa-pa-ba-pa”, “fa-fa-va-fa-fa”, etc. The child should clap when he hears an extra (different) syllable.
FIFTH LEVEL- Distinguishing sounds. It is necessary to explain to the child that words are made up of sounds, and then play a little.
Game "Who is it?" The mosquito says “zzzzz”, the wind blows “ssss”, the beetle buzzes “zhzhzhzh”, the tiger growls “rrrr”. The adult pronounces the sound, and the child guesses who makes it.
The game "Clap". The adult pronounces a series of sounds, and the child clap his hands when he hears a given phoneme.
SIXTH LEVEL- the development of the child's skills of analysis and synthesis.
The game "How many sounds." An adult calls one, two, three sounds, and the child determines and names their number by ear.
The game "Clap". The adult pronounces a series of words, and the child must clap when he hears a word that begins with a given sound.
Game "Guess the word". The child is offered words with a missing sound - they need to be guessed. For example, the sound “l” escaped from the words (...ampa, we ... oh, ... uk, cook ... ah, mas ... oh).
The proposed games can vary depending on your capabilities and imagination. Do not be afraid to improvise - this will make your activities with your child more interesting and useful. Most importantly, don't turn games into training sessions; let it be fun and interesting! Start with simple, gradually moving to more complex; do not overload the child and finish the game on time. And then, in addition to the development of phonemic hearing, you will help in the development of attention, for example, as well as memory, imagination, initiative and diligence.
Go back to the material covered Everyday life. For example, have your child practice stressing words as you walk around the convenience store looking for GRE-E-E-CHKA, SA-A-AHARA, RY-S-Y-S, etc. Or, when reading to a child before going to bed, highlight the passed sound in the text. When preparing dinner, ask your child to find all the items in the kitchen that begin with a certain letter. All this will help the kid to better learn the material, and, in addition, you will be able to maintain the effect of the continuity of learning if you fail to conduct classes regularly.
In order to succeed and not to discourage the child from developing activities, it is necessary to follow certain rules (M. Kravtsova):
When working with a child, follow the sequence of steps. Don't expect too fast results. Consider the characteristics of your child: some children need to play with the same letter, sound for a week to learn the material, while others can remember half the alphabet or learn how to correctly place stresses in one day.
Use as many visual materials as possible for classes: color pictures, cubes, toys, real objects, draw what the task is about (animals, cars, etc.), because little child it is difficult to perceive information by ear.
Avoid monotony and monotony: do not engage in one type of task with your child for more than 10 minutes, interrupt for physical education, drawing, and joint search for something needed for classes.
Play with your child in a school where you will be a student and he will be a teacher. When the child learns, for example, the names of letters, turn into a Dunno who confuses and makes mistakes, let the baby correct your mistakes.
Most importantly: be patient and avoid criticism and negative ratings! Remember that you are playing with your child. These activities should give him pleasure.
Praise your child for minimal progress, if only for the fact that he is just trying to complete your tasks.
With the systematic implementation of special exercises, the child will feel self-confidence, his abilities and capabilities, and parents - the joy of the success of their child.
Good luck, success and pleasure in joint leisure time with children!
ANNEX 1
DIDACTIC MOBILE GAMES
AT SPEECH THERAPY CLASSES ( Yu. V. Sidorova)
"WHO WILL COLLECT THE ITEMS FASTER"
Target. Differentiation of hard and soft sounds in words, development of attention, quick wits of orientation in space.
Equipment. Two hoops, objects (or pictures), whose names begin with a solid or soft sound, team emblems.
Description of the game. Children are divided into two teams - “Bunnies” and “Chanterelles”, each child attaches a team emblem to his chest.
"Bunnies" in their house-hoop collect objects whose names begin with a hard sound "Chanterelles" - with a soft one. At the signal, the game starts. At the signal of the speech therapist, the game ends. The speech therapist together with the children checks the correctness of the task, counts the number of errors, determines the final winner, taking into account which team completed the task faster.
"WHO WILL TRANSFER THE ITEMS FASTER"
Target. Learn to differentiate between voiced and voiceless sounds
run in a certain direction, organized one after another
improve hand-leg coordination
cultivate speed, dexterity and quick wits.
Equipment. 3 tables
Toys whose names begin with a voiced or dull sound.
Description of the game. Children are divided into two teams. Toys are laid out on one table whose names begin with a voiced or dull sound. Opposite on the other side of the group are two empty tables. At the signal "One two three - run" "teams begin to complete the task. The children of one team transfer only those objects whose names begin with voiced sounds, the children of the other - with deaf sounds. When the last child of the team transfers the object, the speech therapist together with the children checks the correctness of the assignment and determines the winning team.
"WHERE IS YOUR CIRCLE?"
Target. Draw the children's attention to the fact that the syllables in the words sound differently: one of them is pronounced a little more slowly, louder; to acquaint children with the concept of “stress”, to teach them to locate the stressed syllable in a two-syllable word, to independently transfer stress from one syllable to another, to cultivate a quick reaction to a signal, to develop orientation in space.
Equipment. Two large hoops, cards with words (castle - castle, spirits - spirits, wonderful - wonderful, mugs - mugs, LUTA bunnies - LUTA, fields - fields, goats - goats, Iris - iris, etc.).
Description of the game. The speech therapist puts two large hoops on the floor and offers the children next task: “Say your name in a whisper, listen to how it sounds, where the stress is heard - in the first part of the name or in the second. You don't need to talk about it. In the first circle there will be those children in whose name the stress is in the first part. In the second circle, children with an accent in the name on the second part will be placed. Do the job."
Together they check whether everyone is placed correctly in the circles and whether the ratio is fair - in the first circle there are more players, in the second - a minority (Anton, Denis, Andrey, Oleg). The speech therapist invites Tanya, Lena, Slava, Sveta, Misha, Anya to think about how to change their names in order to move from the first circle to the second (Tatyana, Elena, Vyacheslav, Svetlana, Mikhail, Anyuta).
Option 2. Children take words to read, determine which part of the word is stressed, and occupy the hoops (first or second) respectively. The speech therapist, together with the children, checks how the task was completed, gives an assessment.
Lyubov Borisova
"Work on the development of phonemic hearing" From the experience of preparing children for school
There are now new, higher requirements for pre-school education and preparation of children for school.
The main task of any preschool institution is preparing a child for school, including the assimilation writing. One of the indicators of a child's readiness for reading and writing is pure, clear, correct speech in all respects. At the age of 4, many children correctly pronounce all the sounds of their native language without the intervention of a speech therapist, and, it would seem, there are no obstacles to their learning to read and write. However, in the process of learning to read and write such preschoolers adults may face certain difficulties.
Formation children grammatically correct, lexically rich and phonetically clear speech is one of the most important tasks in common system teaching a child the mother tongue preschool and family.
For successful learning V school we must form in our pupils phonemic processes. Considering the issues of formation phonemic processes, distinguish concepts « phonemic awareness» And « phonemic perception» (slide number 2)
(slide 3) Under phonemic hearing understand subtle hearing to distinguish and recognize mother tongue phonemes. N. Kh. Shvachkin distinguishes two stages development of phonemic hearing: the first is the formation of the ability to distinguish vowel sounds, the second is to distinguish consonant sounds. He notes that with a successful speech development of the formation of phonemic hearing completed by about two and a half years. Underdevelopment of phonemic hearing affects the quality of mastering sound pronunciation skills
(slide 4) Phonemic perception is the ability to discern phonemes native language and determine the sound composition of the word. V. K. Orfinskaya distinguishes four stages of formation phonemic perception: the first is mastering the ability to recognize the sound on word background; the second is to highlight the first and last sound in the word; the third is to determine the sequence, quality and quantity of sounds in a word; the fourth is to determine the place of a sound in a word in relation to other sounds. The researcher emphasizes that the formation of the first two steps phonemic perception occurs in the process of natural development, spontaneously. Mastering the last two steps phonemic perception is available to the child only in the process of purposeful learning, on the basis of qualitatively formed previous degrees.
The development of phonemic hearing and phonemic perception has great importance to master the skills of reading and writing, positively affects the formation of the whole speech system preschooler and also lays the foundation for successful learning in school.
Fine prepare the child for school, to create the basis for literacy education can only be in the process of serious work on the formation of phonemic perception. Work on the development of phonemic I conduct perceptions purposefully and step by step.
(slide 5) The following can be distinguished stages:
Stage I - recognition of non-speech sounds;
Stage II - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases;
Stage III - distinguishing words that are close in their sound composition;
Stage IV - differentiation of syllables;
Stage V - differentiation phonemes;
VI stage - development basic sound analysis skills.
At first school year carried out diagnostics educational field "Speech development» and found that most children have impaired phonemic perception.
We all know that play is the leading activity in preschool. The game is an accessible form of activity and a means of knowing the world around. Curiosity and the need to act actively encourage the child to play. The game enriches him with knowledge, develops skills and abilities, awakens fantasy, stimulates development of thinking. It is in the game that the child first feels the need to achieve success and understands that success largely depends on effort.
The game provides an opportunity to learn how to learn, is preparatory stage child development, a transitional moment for including it in studies.
Currently, the relevance of the game is increasing due to the oversaturation of the modern child with information. Television, video, radio, the Internet have increased and diversified the flow of information received. But these sources are mainly material for passive perception. An important learning task preschoolers is development skills of self-assessment and selection of information received. Develop such a skill helps the game, which serves as a kind of practice of using the knowledge gained by children in educational activities and free activities.
The games or game exercises used by me provide an interested perception of the material being studied by children and involve them in mastering new knowledge, help to concentrate children on learning task . The game allows you to make complex learning tasks more accessible and contributes to the formation of conscious cognitive motivation. preschoolers.
It is impossible to overestimate the role of didactic play in children's speech development.
Didactic game is one of the forms of educational influence of an adult on a child. At the same time, the game is the main activity children. Thus, didactic game has two goals: one of them is educational, which is pursued by an adult, and the other is playful, for which the child acts. It is important that these goals complement each other and ensure the assimilation of the program material.
Didactic games help develop in children sense of the native language and the ability to pronounce words correctly, easy to learn grammatical norms, prepare to the successful acquisition of the Russian language in school.
That's why phonemic development I conduct perceptions in a playful way, using game techniques. It contributes development and maintaining interest children, enhancing attention and memory, increasing performance and cognitive activity.
I spend games as during organized activities with preschoolers, and in your free time individually or with subgroup of children.
Beginnings work on the formation of phonemic perception with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the causes of incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.
Then work on the development of phonemic Perception led first on the material of non-speech sounds and gradually covered all the sounds of speech included in the sound system of a given language.
(slide 6) Games that I use development ability to recognize and distinguish non-speech sounds and development of auditory attention and auditory memory. This:
(slide 7) A game "Guess What They Do";
(slide 8) A game "Guess Who's Screaming";
(slide 9) A game "Guess What I'm Playing";
(slide 10) A game "Where did it sound?";
(slide 11) A game "Guess what to do?";
(slide 12) A game "Guess Who's Coming";
(slide 13) A game "Sun or rain";
(slide 14) A game "Clap like me", "Woodpecker".
With the help of games, she solved the problems of the sound culture of speech. For example, in order to teach children to distinguish the timbre and quality of the voice, carried out the following games: "Guess who called?": the children guessed the comrade - by the way they were called (quietly, loudly, slowly, quickly, affectionately, etc.).
(slide 15) Games on development the ability to distinguish the same words, sound complexes and sounds in terms of pitch, strength and timbre of the voice such How:
(slide 16) a game "Far close";
(slide 17) a game "Large - medium - small";
(slide 18) a game "Adult or baby?";
(slide 19) a game "Telephone" and many others.
(slide 20) To distinguish between words that are close in sound composition, I used games such as How:
(slide 21) A game "Red Green";
(slide 22) A game "Chain";
(slide 23) A game "Choose a picture";
(slide 24) A game "Which word is missing?";
(slide 25) A game "The Shortest Word";
(slide 26) A game "The Longest Word";
(slide 27) "Give me a word";
(slide 28) On the differentiation of syllables and phonemes used the following games:
(slide 29) A game "Whose sound?";
(Slide 30) "Name one";
(slide 31) "Name the syllables in order";
(slide 32) A game "Butterflies";
(slide 33) A game "Girls are vowels";
(slide) A game "Boys are consonants";
(slide 34) A game "Flags";
(slide 35) A game "Earphone - bell";
(slide 36) On development elementary language analysis and word synthesis skills are worth tasks:
v Determining the number of syllables in words of varying complexity;
v Highlighting the first and last sound in a word;
v Determining the place, quantity, sequence of sounds in a word;
v Development of phonemic representation.
To solve them, I used games to determine the number of syllables in words of different difficulties:
"Bang the syllables with the ball"
The teacher says the word in the frame lexical topic. The child, beating the ball on the floor, divides the word into parts.
"Steam locomotive and wagons"
The locomotive is carrying a picture. The child names the picture, then divides the word into syllables, attaching as many wagons to the locomotive as there are syllables in the given word.
"CATERPILLAR"
The teacher shows a caterpillar, consisting of parts, you need to use it to show how many syllables are in the word. If the word has 1 syllable, then 1 part is attached to the head of the caterpillar, if 2 syllables - 2 parts, etc.
"CLOUDS AND UMBRELLA"
On the cloud is a picture. The child names the picture and, with the help of droplets falling on the umbrella, shows the number of syllables in this word
(slide 37) To highlight the first and last sound in the word, I took the following games:
"FISHING"
Child using a fishing rod "catches" aquarium pictures. On the instructions of the teacher, it is necessary to select the first, last sound from the word. Images: bow, tank, spider, beetle, broom, cat, whale, mole, raft, soup.
"SOUND PEOPLE"
The teacher puts 3 sounds on the table - each has a blue, green or red cap on his head. You need to give the sound people pictures by the first or last sound in the title.
"PLATES"
There are three plates on the table: green, blue and red. The child distributes the pictures. The color of the plate characterizes the first sound of the word. "CAPS" A child in a green cap denotes a soft consonant, a blue cap denotes a hard consonant, and a red cap denotes a vowel. The teacher shows the children pictures asking: "Whose picture is this?" Child in a green cap answers: "This is my picture, because the word "bike"- the first sound [in ']". "TWO-STOREY HOUSE"
The teacher gives the child 4 pictures and asks them to correctly distribute them among the windows in the house. Each floor has two window: blue and green. If the first consonant in the word is a soft sound, then the picture should be put on the green window, and if the first consonant solid sound- on the blue window.
(slide 38) And also used games to determine the approximate place of sound in word:
"WHICH CAR DOES THE SOUND RIDE?"
The teacher shows a train with three wagons, shows a subject picture and asks to show in which wagon he is traveling sound: at the beginning, in the middle or at the end?
"Button your shirt"
A pocket appears on a shirt with three buttons - a picture. The teacher asks to show the approximate place of a certain sound with the help of a chip - a button.
"Mushroom"
In the grass, under the mushroom - a picture. The teacher asks to put an autumn leaf at the beginning, middle or end of the hat, i.e. show where the sound is heard.
"Flowerbed"
The teacher shows a subject picture and asks "plant" tulip on the first, middle or last flower bed, showing the approximate place of the given sound in the word.
(slide 39) Games to determine the number and sequence of sounds in a word are important, such as How:
"CHIPS"
With the help of white chips, the child shows the number and sequence of sounds in the word.
"WORD SCHEME"
With the help of red, blue and Green colour children make up the sound scheme of the word.
"TV Screen"
A picture appears on the TV screen. With the help of colored chips, the child makes up the sound scheme of the word.
"Starry sky"
With the help of blue, green and red stars, the child lays out on "heaven" word scheme.
(slide 40) On development of phonemic representations used such games, How:
"Glasses"
The child distributes the pictures (barrel, butterfly, birch, hippo) between a squirrel and a ladybug. (hard soft)
"Flower - seven-flower"
A card is placed in the center of the flower with the image of a sound boy in a blue shirt, with a bell on his head. (consonant solid voiced sound [Z]). Children, justifying their decision, lay out on the petals pictures depicting objects whose name begins with this sound.
"Choose and color pictures for a given sound"
Color in blue the pictures whose names begin with the sound [Ш]: hat, scarf, sled, glass, beetle, cat.
Fine developed phonemic awareness vital for preparing children to literacy and “is essential condition mastering the grammatical structure of the Russian language, the morphological system, as well as a prerequisite for development sense of rhyme and rhythm, perception of the musical-rhythmic structure of speech. The ability to listen to sounding words is the basis for mastering word formation, awareness of the connections between related words, attempts independently explain and interpret the meaning of words.
For development of speech hearing in the classroom for the development of speech held phonemic five-minute sessions, since they are an efficient form work. material for phonemic different tongue twisters, tongue twisters, poems, counting rhymes, nursery rhymes, in which some specific sounds are often repeated, can serve as exercises. They provide an opportunity work not only on the development of phonemic hearing, but also over the correct articulation, rhythm and intonation, develop auditory memory, introduce children with Russian folklore. Their value is in switching attention to a new one, entertaining type of work stimulating interest children and anti-fatigue.
First, a poem or tongue twister is listened to by children - I gave a sample of reading, and then memorized. To facilitate memorization, she resorted to a descriptive, pictorial gesture, applied a rhythmic gesture and pacing (i.e. reciting verses in step rhythm). The text can be spoken in a whisper and loudly. Also used the competition of two teams or participants (who will say the tongue twister several times faster) or a task form like "echo" (one team starts quietly, the other starts loudly).
Some of the proposed verses were memorized in motion. Yes, at work with quatrain:
The stupid dwarf looked, looked,
The loud horn hummed, hummed,
Thunder rumbled louder than the bugle,
Louder than thunder, the dwarf barked.
The group marches, reads poetry and plays a skit. When memorizing couplet:
The train rushes screeching w-w, w-h, shcha.
Children stand one after another, hold hands and read the tongue twister in unison.
When conducting phonemic five minutes used this form work like a dialogue between two commands. For example, very suitable for this are Tongue Twisters:
Tell me about shopping.
About what about purchases?
About shopping, about shopping, about my shopping.
The dialogue was especially effective when memorizing tongue twisters aimed at differentiating similar sounds. Yes, at work over hard and soft consonants, children are divided into two teams, of which one pronounces hard consonants, and the other soft.
For example:
Ta, ta, ta - we don't have a cat.
Ty, ty, ty - this is my child.
On, on, on - I'm standing at the window.
Nya, nya, nya - I'm leading a horse.
Some of the poems were memorized by roles, played skits. Yes, at work over the sound "and" used a poem "Beetle and Toad", you can play a small scene, characters which the beetle and the toad, the words of the author, the children repeated after me in unison.
Children: Toad thick sits
And looks around.
After all, she needs a beetle for dinner,
The toad really needs a beetle.
Toad: I would like to see a beetle;
And quickly catch him
After all, I need a beetle for dinner,
I really need a beetle for dinner.
Children: Here the beetle flies,
Buzzing, buzzing.
Bug:I fly and buzz:
"Zhu-zhu-zhu, zhu-zhu-zhu!"
I'm tired of flying
I'm tired of buzzing
Zhu-zhu-zhu, zhu-zhu-zhu!
I'll sit under the chamomile."
Children: The toad saw the beetle,
Jump, jump - and caught.
Then the roles can change.
For phonemic five minutes also used counting rhymes and rhythms. Because, developing phonemic awareness, perform an additional function, developing sensations of the rhythm of a word, phrase. So rhythm poems, counting rhymes represent this rhythm very clearly, brightly. In this case, the role of gesticulation, which coincides with the rhythm of speech, is especially important.
Phonetic exercises were carried out 2-3 times a week in the classes on speech development, on a walk, both in group and in individual communication.
Before memorizing poems, counting rhymes, etc., sounds were worked out well in slow pronunciation.
Most often, poems were read in chorus, this is especially important when working with children who, due to the poor pronunciation of certain sounds, are embarrassed to speak. But sometimes she offered to read them to individual children.
The material was repeated from time to time, as it is quickly forgotten.
The game form of the five-minute sessions enlivened the lesson in development speech and made more effective familiarization children with sounds and pronunciation. Thanks to such phonetic exercises, children realize that words can sound loud and soft, fast and slow, that they are different and similar in sound, and this in turn will help development clear pronunciation of words and phrases, a good pace of speech.
Phonetic five minutes contribute to the enrichment and activation of the vocabulary preschoolers, develop their memory, thinking, imagination.
Of course, each lesson could not do without health-saving technologies. applied: psycho-gymnastics, physical education, dynamic pauses, finger games. And developed articulatory motility, facial muscles, using various exercises. Conducted work on the development of breathing and voice.
(SLIDE 41) Thus, conducting special games and exercises contributes to the successful development of phonemic processes, which is the basis for further successful learning in school.
When teaching the Russian language, the task is to write a word perceived by ear in letters. For this, it is necessary that preschoolers be able to master the methods of analyzing the sound structure of a word, which make it possible to establish the number, sequence of sounds in a word and their phonemic characteristics, and the ability to reflect the sound structure of a word in a graphic model.
To solve this problem, it is necessary to teach children to perceive the phonemic qualities of sound (for example, the hardness-softness of a consonant) and its position in a word.
At the first encounter with the spelling of a word containing phonemes in weak positions, the insufficiency of the previously established methods of orthographic action is revealed, since in this case the same letter turns out to be a sign of different sounds (compare the sound meanings of the letter O in the words (table) and ( steel)).
To begin with, it is also necessary to explain to the child that sound and letter are not the same thing. It is not necessary to tell how and why it happened, it is important to say that people agreed among themselves to write the same words in the same way, so that it would be easy for them to understand each other.
So, it is already clear to the child why it is necessary to be able to read, write and count, but it is not yet clear how to learn this. You can start with exercises to develop phonemic hearing.
Let's try to imagine how we, adults, study foreign language- the most difficult thing is understanding unusual sounds in pronunciation different people. It is the same with children - they cannot always understand what is constant in words, and what is introduced by the peculiarities of the pronunciation of each person. Therefore, it is very important to teach the child to analyze what he hears and depict it in letters.
At preschool age, the child is quite ready to learn the grammatical series of the language, to learn to recognize sounds, both at the beginning and at the end, and, most difficultly, in the middle of a word. Some difficulties arise only in children with speech therapy deficiencies, in which they can confuse different sounds.
Most often, at preschool age, children replace voiced sounds with deaf ones (instead of “house” - “tom”), the sound “r” - to “l” and vice versa (instead of “three” - “aphids”, instead of “cow” - - “coll”) sound “m” to “n” and back (instead of “fly” - “nuha”), hissing whistling (instead of “great” - “zhdorovo”, instead of “here” - “wait”) and etc.
In this case, it is important to focus on special exercises on sound discrimination, some of which are given in this work.
IN middle group kindergarten for the formation of phonemic hearing in children, it is best to use techniques based on game techniques. Application No. 9. Games for the development of phonemic processes.
Here is one of the games. It's called "Disenchant the Word".
An adult tells a child a fairy tale about an evil wizard conjuring words in his castle. Enchanted words cannot leave the castle until someone releases them.
To disenchant a word, it is necessary to guess its sound composition in no more than three attempts, that is, to name in order the sounds of which it consists. This can be done only at a time when the wizard is not in the castle. If the magician finds the savior of words in his castle, he will bewitch him too.
After a fabulous introduction, the baby is explained what sound is and how it differs from a letter (this game is played with children, already those who know the names letters and their spelling). To do this, he is told that all words sound, and we hear them, because they consist of sounds.
For example, the word “mother” consists of the sounds “m-a-m-a” (the word is pronounced in a singsong voice for the child, so that each sound is heard very clearly). When pronouncing the sound “m”, an adult should pay attention to the fact that it is the sound “m” (which is just a phoneme) that is pronounced, and not the letter “em”.
When playing this game, adults need to remember that the names of consonant letters do not match how these letters sound in words, that is, with their phonemes. For example, the letter “es” in words sounds like the sound “s”, and the letter “be” in words sounds like the sound “b”, etc.
The difficulty of the words proposed for “disenchantment” should increase gradually. Must be offered at first simple words such as: “floor”, “cat”, “whale”, “porridge”, etc. All the sounds of the word should be pronounced by adults very clearly, and the vowels should even stretch.
Development of phonemic perception
In the work on the formation of phonemic perception, the following stages can be distinguished:
Stage I - recognition of non-speech sounds;
Stage II - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases;
Stage III - distinguishing words that are close in their sound composition;
Stage IV - differentiation of syllables;
Stage V - differentiation of phonemes;
Stage VI - development of skills in elementary sound analysis.
Work on the formation of phonemic perception begins with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the causes of incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.
Work on the formation of phonemic perception at the very beginning is carried out on the material of non-speech sounds. In the process of special games and exercises, children develop the ability to recognize and distinguish between non-speech sounds.
Children should learn in games to distinguish between the pitch, strength and timbre of the voice, listening to the same speech sounds, sound combinations, words.
Then children learn to distinguish between words that are similar in sound composition. Later, they learn to distinguish between syllables and then the phonemes of their native language.
The task of the last stage of work is to develop in children the skills of elementary sound analysis: the ability to determine the number of syllables in a word; slap and tap the rhythm of words of different syllabic structures; highlight the stressed syllable; analyze vowels and consonants.
Formation of sound pronunciation
The conditions necessary for the formation of the correct sound pronunciation in preschoolers with FFN:
for the initial production of sound, a number of sounds belonging to different phonetic groups are selected;
in this case, it is advisable to use all analyzers. Relying on kinesthetic sensations contributes to the conscious sounding of speech;
the development of sounds mixed in the speech of children is carried out in stages and distributed over time;
fixing the set sounds in the process of differentiating all close sounds; material for fixing and automating sounds is selected in such a way that there are no defective and mixed sounds in the child’s speech; so that the selected material can contribute to the enrichment, clarification of the dictionary, the development of grammatically correct coherent speech.
Features of the formation of the correct sound pronunciation:
1. The formation of the correct sound pronunciation is carried out against the background of the development and improvement of the sound-syllabic structure of the word.
2. Correction of sound pronunciation disorders is carried out on the basis of the development of speech and auditory perception and articulatory motor skills. At the same time, the development of articulatory motor skills is ensured by the formation of both the kinetic and kinesthetic basis of articulatory movements.
3. Correction of violations of sound pronunciation is carried out simultaneously with the formation of phonemic processes.
4. Correction of violations of the sound side of speech is carried out in close connection with the development of vocabulary and the grammatical structure of speech.
5. Activation of the process of forming the correct sound pronunciation, clarification of the pronunciation and auditory image of normally pronounced sounds, which contributes to the improvement of articulatory motor skills, speech-auditory perception and the spontaneous appearance of speech sounds.
6. When determining the sequence of work on sounds, the sound-syllabic structure of a word, it is necessary to take into account the minimum complication of tasks and speech material, the gradual introduction of difficulties, taking into account the zone of proximal development of children.
The formation of the sound side of speech proceeds sequentially.
The main objectives of remedial education in a group for children with FFN in kindergarten are:
formation of sound pronunciation;
development of phonemic perception;
preparation for teaching literacy and acquiring literacy in the amount provided for by the program for the first grade of a mass school.
The course of remedial training is designed for ten months (September-June). It is based on the development of cognitive activity in connection with active observation. Children develop attention to language, the ability to generalize in the field of linguistic facts. In general, the solution of the tasks set is as follows. First of all, with the help of special techniques, a speech therapist corrects the pronunciation of sounds or refines their articulation. The assimilation and consolidation of articulatory skills based on conscious control over one's own kinesthetic and auditory sensations at all stages of learning is combined with the development of phonemic perception, that is, with exercises in distinguishing sounds set or refined in pronunciation by ear, as well as with the development of auditory memory.
The development of articulatory skills and phonemic perception occurs simultaneously with the development of analysis and synthesis of the sound composition of speech. Exercises in sound analysis and synthesis, in turn, contribute to the conscious mastery of the pronunciation of speech sounds. Thus, exercises for the analysis and synthesis of the sound composition of speech help to solve two problems - to normalize the process of phoneme formation and prepare children for literacy.
In order to prepare children for literacy, the following exercises are also carried out: distinguishing among themselves any speech sounds, both vowels and consonants; selection of any sounds from the composition of the word; division of a word into syllables, and syllables into sounds; combining sounds into syllables, and syllables into words; determining the sequence of sounds into words; division of sentences into words.
The speech material for classes is selected taking into account the above tasks, that is, in the process of developing sound pronunciation, exercises are planned in the analysis and synthesis of the sound composition of words simultaneously and on the same sound material, and at later stages of learning - in writing and reading.
Taking into account some delay in lexical and grammatical development that occurs in children of the group under consideration, the system of correctional education provides for exercises aimed at expanding and clarifying the dictionary and at educating coherent, grammatically correct speech. The material on which these exercises are built is selected from words familiar to children, the sound composition of which includes corrected or refined sounds in the consolidation stage.
By the end of the training, children should correctly pronounce and distinguish all the phonemes of their native language, master the skills of conscious sound analysis and synthesis of words of different syllabic structures, be able to read and write words, sentences and short texts.
Logopedic work in the classroom
The main form of correction of speech underdevelopment of children with FFN is learning in the classroom. The development of speech contributes to the development of the communicative function of speech and general readiness for school.
The specificity of speech disorders in children with FSP is in the variety of manifestations of defects in the pronunciation of various sounds, in the variability of their manifestations in different forms of speech, in various individually oriented correction. In the learning process, 3 types of classes are held:
Individual.
The main goal is the selection of a set of articulation exercises aimed at eliminating specific disorders of the sound side of speech in dyslalia, rhinolalia, dysarthria; at the same time, the speech therapist is obliged to establish emotional contact with the child, draw his attention to monitoring the quality of the sounding speech of the speech therapist and the child, and choose an individual approach, taking into account personal characteristics.
Subgroup.
The main goal is to develop skills teamwork, the ability to listen and hear a speech therapist, perform exercises at a given pace to develop the strength of the voice, change the modulation, adequately assess the quality of children's speech production. A speech therapist can simply organize a simple dialogue to practice pronunciation skills. Individual and group lessons are of a leading character in the assimilation of phonetic and lexical and grammatical material.
Frontal.
Frontal phonetic lessons provide for the assimilation (automation) of the pronunciation of previously set sounds in any phonetic positions and their active use in various forms of independent speech. At the frontal classes, joint games are organized that provide interpersonal communication.
Development of articulatory praxis.
Phonation exercises.
Clarification of the articulation of correctly pronounced sounds in various sound-syllabic combinations.
Calling up and staging missing sounds or correcting distorted sounds.
The initial stage of automation of corrected sounds in light phonetic conditions.
The main goal is the initial consolidation of sounds by a speech therapist in various phonetic conditions. In doing so, the following work is carried out:
Consolidation of pronunciation skills of the studied sounds;
Practicing the skills of perception and reproduction of complex syllabic structures consisting of correctly pronounced sounds;
Expansion of vocabulary in the process of fixing previously set sounds;
Education of readiness for sound analysis and synthesis of words consisting of correctly pronounced sounds;
Consolidation accessible to age grammatical categories, taking into account corrected for individual lessons sounds.
Individual - subgroup lessons include:
Consolidation and automation of skills correct pronunciation sounds available in the speech of children (vowels and the most accessible consonants).
The staging of sounds that are absent in the child’s speech, which is carried out by methods generally accepted in speech therapy. The production of sound is preceded by work on the development of mobility and differentiation of the organs of the articulatory apparatus.
When practicing sound, you should adhere to a certain system: (we learn to pronounce the sound in a syllable and immediately in the word from which we select the given sound):
In open syllables (sound in a stressed syllable): sa - sleigh, su - bough, so - owls;
In reverse syllables: wasps - wasps;
In closed syllables: sos - pine;
In conjunction with consonants: one hundred - machine;
In words where the sound being studied is in an unstressed syllable: ma is a mask.
The soft sign is worked out in the same sequence as the hard one.
Differentiation of sounds is carried out in the following sequence. For example: sa - sha, sha - sa, sasha - shasa, sash - sosh, sashas - shasasha. Simultaneously with the production of sounds, exercises are carried out to distinguish them by ear.
The frontal lesson includes several stages.
Stage 1 - fixing the correct pronunciation of the studied sound.
Stage 2 - differentiation of sounds (by ear and in pronunciation).
Work on the development of the phonetic side is carried out simultaneously with the work on distinguishing the phonemes of the native language. The focus of attention on the sound side of the language, on the development of phonemes from different opposing groups, makes it possible to activate phonemic perception. Systematic, consistent training in practicing all sounds, in differentiating frequently mixed sounds, provides the basis for preparing children for literacy.
I period (September, October, two weeks of November):
To consolidate the skills of pronunciation of sounds: a, y, i, p, e, s, p, p, t, t, k, k, x, x, d, l (in isolation, in syllables, words, sentences);
Distinguish these sounds:
isolated;
In syllable combinations;
In words;
In offers;
in the speech stream;
memorize and reproduce the sound series;
Reproduce sound-syllabic rows with different intonation, voice power, stress, offered by a speech therapist;
To develop the language ability of children by drawing attention to the sound shell of the word;
Develop auditory attention, auditory memory;
To learn to distinguish between intonation means of expression in the speech of a speech therapist (reading poems);
Learn correctly, use exclamatory, interrogative and narrative intonation;
Develop speech breathing;
Reproduce rhythmic patterns presented by a speech therapist;
Develop dynamic praxis of the hands (according to the model, according to the instructions);
Introduce children to the analysis and synthesis of reverse syllables.
II period (second half of November - first half of February):
To consolidate the skills of correct pronunciation and listening to the sounds: l - d, s - and, s - x, z -z, c, b - p, w, w, s - w, s - f - h - g;
Differentiate sounds by ear, distinguish them in a number of other sounds;
Find sounds in a word;
Determine the place of sound in a word;
Identify the vowel after the consonant. Analysis and synthesis of a direct syllable such as sa, so, su;
To consolidate the skill of agreeing adjectives with nouns in gender, number, case and the formation of relative adjectives;
Develop the ability to distinguish and evaluate the correct standards of pronunciation in someone else's and one's own speech;
agree numerals with nouns;
Select single-root words;
Form complex words;
Make proposals for demonstrating actions, pictures, questions;
Distribute sentences by introducing homogeneous subjects, predicates, additions, definitions;
Make sentences on key words;
Compose proposals for a painting, a series of paintings, retelling;
memorize poems;
To consolidate the knowledge and skills acquired earlier on the new verbal material.
III period (second half of February - May):
Activate acquired skills in specially designed situations; provide for the organization of collective forms of communication between children;
To develop children's independence in the "verbalization" of subject-practical activities in compliance with the phonetic correctness of speech.
Education ends in June. By this time, children have mastered the skills of correct pronunciation and discrimination of the phonemes of their native language, as well as the analysis and synthesis of monosyllabic words. In independent speech, they should freely use lexical and grammatical constructions, structures of simple and complex sentences.
In the process of mastering the phonetic side of speech, classes gradually include exercises to teach children to consciously analyze and synthesize the sound composition of a word. The development of the ability to distinguish sounds from different positions in a word, in turn, helps to fill in the gaps in phonemic development. The system of exercises to prepare children for learning to read and write begins with the selection of a sound in a word and ends with the analysis and synthesis of monosyllabic words. Appendix No. 10. Long-term planning of speech therapy work with children with FFN.
