Formation of uud in the classes of a speech therapist. Technological map of an individual lesson in the subject "Development of auditory perception and teaching pronunciation"

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Ministry of Education of the Republic of Belarus

educational institution

"Mogilevsky State University named after A.A. Kuleshov"

Institute for Advanced Studies and Retraining

Coursework in the discipline "Speech therapy"

"Formation of coherent speech in preschoolers with OHP"

INTRODUCTION

When working with children, teachers often face the problem of speech disorders in preschoolers. Speech in children is not developed, vocabulary is poor. It should be noted that violations in oral speech affect writing child at primary school age. This is especially true in children with OHP.

The formation of coherent speech is one of the central tasks of the speech education of children preschool age. Program kindergarten sets the task for the educator to teach each child meaningfully, grammatically correctly, coherently and consistently express their thoughts in monologue speech. The speech of a preschooler should be lively, emotional, expressive.

The requirements for a coherent utterance of preschool children presuppose the possession of vocabulary, grammar, and norms of the sound culture of speech. The formation of coherent speech is possible only on the basis of mastering the native language, mastering its sound side, a certain vocabulary, the grammatical structure of speech.

General speech underdevelopment (OHP) - various complex speech disorders in which children have impaired formation of all components of the speech system related to the sound and semantic side.

More than half of children have speech disorders. That is why speech therapists work with children in children's institutions. Their work is aimed at identifying and preventing the coherent speech of children with OHP and corrective work.

The main goal of a speech therapist is correct, well-developed coherent speech, which is one of the main indicators of a child's readiness for successful schooling. Deficiencies in the development of speech can lead to academic failure, give rise to a baby's lack of confidence in their abilities, and this will have far-reaching negative consequences. Therefore, it is necessary to start taking care of the correct speech of the child as early as possible.

At present, no one doubts that speech therapy work with OHP children should begin at an early age. Identification of deviations in speech development, especially the coherent speech of children with OHP, their correct qualification and overcoming at an age when the child's language development is far from complete, seems to be very difficult.

The formation of the correct oral speech of children with OHP is based on such a unit of speech as a sentence, taking into account the laws of its synthetic and analytical development.

The connection of words in a sentence determines the possibility of expressing and understanding the meaning of speech. Therefore, the construction of grammatically designed sentences is the culminating process of speech formation with its underdevelopment.

Speech arises in the presence of certain biological prerequisites and, above all, the normal maturation and functioning of the central nervous system. However, speech is the most important social function, therefore, for its development, biological prerequisites alone are not enough, it arises only if the child communicates with adults. At the same time, communication between a child and an adult (mother) who is emotionally close to him has a leading role. (59)

The basis of the entire verbal development of the child is the communicative function of speech. The timely appearance of this function determines how soon the child masters the highest levels of consciousness and voluntariness of behavior.

The foregoing allows us to call the problem of impaired coherent speech in children with ONR extremely relevant. Of undoubted interest is also pedagogical correctional work with children who have underdevelopment of all components of the language system (lexicon, phonetics, grammar).

The purpose of this work: to study the formation of coherent speech in preschoolers with OHP.

The object is the oral speech of children of senior preschool age with OHP.

The subject is the influence of the oral speech skills of children with OHP on the development of a coherent utterance.

The hypothesis of the study is the position that the formation of a coherent utterance in older preschool children with OHP will be effective if the following condition is met: the use of a set of classes, including exercises, games of a developing nature, contributes to the advancement of children in mastering a coherent statement.

To achieve the goal in the process of testing the research hypothesis, the following tasks were solved:

1. study and analyze the literature data on the problem under study;

2. develop a methodology and conduct a stating experiment;

3. to identify the level of formation of a coherent statement in older preschoolers with OHP;

4. to develop and test a set of classes aimed at the formation of coherent monologue speech in children with OHP;

5. experimentally check the effectiveness of the proposed set of classes by analyzing the data of the control experiment.

To solve the tasks set, the following methods were used: theoretical analysis of psychological and pedagogical literature; empirical - observation, conversation, analysis of activity products, experiment, as well as a method for analyzing and interpreting the data obtained.

The base of the study is preschool educational institution No. 53 in Bobruisk, the study involved older preschoolers attending speech therapy groups, or a speech therapist, a total of 20 people.

CHAPTER 1. FORMATION OF CONNECTED SPEECH IN PRESCHOOL CHILDREN WITH OHP

1.1 Characteristics of coherent speech of children with OHP

The acquisition of speech as a means of communication in children with OHP goes through three main stages.

The first, pre-verbal stage, the child does not understand the speech of the surrounding adults, but here conditions are formed that ensure the mastery of speech in the future. On the second stage-stage the emergence of speech - the child begins to understand the simplest statements of adults and pronounces his first words. Mastery different ways communication with others is carried out at the stage of development of speech communication. Speech acts as a means of thinking. The word, therefore, as a psychological unit of speech serves not only as a means of communication, but also as a means of generalization. Generalizing objects, it is an instrument of abstraction. L. S. Vygotsky showed that initially planning speech is external in its form, and then it passes into the internal plan (inner speech). (6. p. 136)

In most children with OHP of preschool and primary school age, we can observe low level development of connected speech. Therefore, a special search for methodological ways and means of forming coherent speech is important for the entire process of teaching and educating children of 3-6 years of age with OHP. Speech disorders in children with normal hearing and initially intact intelligence have various forms, characterized by the peculiarity of the structure of the disorder (pathogenesis) and the characteristics of clinical symptoms. This unity of manifestations, indicating a systemic violation of all components of speech activity, makes it possible to single out a certain category of children with general speech underdevelopment (OHP).

The speech experience of our children is very limited, the language tools used are imperfect. They do not fully satisfy the need for oral communication. From here Speaking in this category of children it turns out to be poor, laconic, closely connected with a certain situation. Outside of this situation, it often becomes understandable. Coherent (monologue) speech, without which there can be no full assimilation of the knowledge acquired by children, is either completely absent or develops with a large lag.

The differentiated learning of children with OHP and the systematic development of questions associated with it have become the subject of recent study. The leading issue of teaching children with OHP is the question of the ways and methods of formation and development of speech. For the scientific substantiation of these ways, it is necessary to analyze the speech of children and the difficulties that they have.

There are a number of studies that reveal one, narrower, issue of the problem of ONR in children.

The peculiarity of the development of the vocabulary and grammatical structure of the language in OHP is shown in the studies of M.V. Bagdanov-Berezovsky (1909), M.E. Khvattsev (1959), R.E. Orginskaya (1959.1968), (1940), O.V. Pravdina (1967), S.N. Shakhovskaya (1969), M.B. Grinshpun (1975) and others.

It was also found that with deep speech underdevelopment there are serious violations not only in active speech, but also in the understanding of addressed speech, and in distinguishing grammatical forms and categories; understanding directly depends on the state of one's own speech: the worse the child speaks, the more his understanding is reduced (GI Zharenkova 1957, 1959, 1961).

OHP can be expressed to varying degrees: from the complete absence of speech means of communication to extended speech with elements of lexical and grammatical underdevelopment. Based corrective tasks, R. E. Levina, an attempt was made to reduce the diversity of speech underdevelopment to 3 levels.

At each level, the main difficulties in the development of coherent speech are noted, which delay the formation of all speech components. The transition from one level to another is characterized by the emergence of new speech possibilities.

The transition from one level to another depends on the severity of the disorder, its forms, the compensatory abilities of the child, the time and the very course of corrective development.

The first level of speech development is characterized by the almost complete absence of verbal means of communication or by its very limited development during the period when speech is already fully formed in normally developing children.

Communication is carried out with the help of individual onomatopoeia or babbling snippets of words. The child sometimes tries to combine words that are extremely distorted in structure and sound design in a linear way, ignoring the grammatical structure of the sentence. Hence, speech becomes understandable only in a specific situation. At the same time, speech understanding is wider than the possibilities of its active use, but it is also limited by the situation. (26)

The second level is higher speech activity of children. They have phrasal speech, however, distorted in phonetic and grammatical terms. The use of words in independent speech is often incorrect: word substitutions are observed. (Winter)

The third level is the appearance of extended everyday speech without gross lexico-grammatical and phonetic deviations. With a good understanding of everyday speech, there is an insufficiently complete understanding of the text being read due to individual gaps in the development of phonetics, vocabulary, and grammar. Children cannot coherently express their thoughts. The greatest difficulties are observed in the construction of arbitrary coherent speech.

Definition characteristic features for each level of speech development made it possible to substantiate the recruitment criteria speech therapy groups and outline the requirements for the process of speech formation.(14)

1.2 The problem of general underdevelopment of speech in modern literature

For the first time, the term general underdevelopment (OHP) of speech was introduced in the 50-60s of the last century by Professor R.E. Levina. According to the author, “Under the general underdevelopment of speech in children with normal hearing and initially intact intelligence, one should understand such a form of speech anomaly, in which the formation of all components of the speech system, related to both its sound and its semantic sides, is disrupted” (40, p. 67). The causes of these disorders and their types are very diverse. The most complex of them are organic disorders, in particular, general underdevelopment of speech, complicated by erased dysarthria (26, p. 22). phonemic processes, melodic intonation disorders, as a result of which the child suffers from the prosodic side of speech. But there may also be an unformed vocabulary and grammatical structure of speech.

M.E. Khvattsev noted that, “Along with age-related speech imperfections, from early childhood there are speech defects clearly pathological origin (impaired pronunciation with hearing loss, nasality with cleft palate, burr due to a short ligament of the tongue, severe underdevelopment of speech, stuttering, etc.) ”(57, p. 46). According to the author, speech disorders can be caused by a violation of either the peripheral, or the central, or the conducting departments of the corresponding analyzers. These violations, due to the interconnection of the central ends of the analyzers, affect the activity of the entire cortex. Moreover, lesions of any part of the analyzer disrupt the activity of the latter as a whole, for example, a lesion or anomaly of the ear, palate causes specific disorders cortical analysis and synthesis due to insufficiency of stimuli entering the cerebral cortex. Wrong impulses from the cortex or a violation of their conduct upset the function of the peripheral organs of speech. Acting for a long time, such a violation can even lead to muscle atrophy (57, p. 46).

The main part of the logo-psychological research devoted to children with OHP affects the preschool age and reflects, first of all, the specifics of cognitive mental processes in these children. The authors highlight the instability and rapid exhaustion of attention in preschoolers with OHP compared to normally speaking peers, reduced auditory memory and memorization productivity, difficulties in mastering the basic operations of thinking. At the same time, heterogeneity is emphasized both in terms of manifestations of speech disorder (even within the same level of speech development), and in terms of indicators of the development of cognitive processes.

According to its clinical composition, the category of preschoolers with OHP unites different children. Depending on the degree of formation of all components of the language system, Professor R.E. Levina (33) singled out three levels of speech development in OHP, with the first two characterizing a deep underdevelopment of speech, and at the third, higher level, children have only separate gaps in the development of the sound side of speech, vocabulary and grammatical structure.

The first level of speech underdevelopment by the author is characterized by a complete or almost complete absence of verbal means of communication at an age when speech is basically formed in normally developing children. Children have a meager active vocabulary, consisting of onomatopoeia and sound complexes formed by the children themselves and incomprehensible to others, accompanied by non-verbal means of communication, gestures (33, p. 67).

The second level of speech underdevelopment R.E. Levina is characterized as "the beginnings of common speech", in which the speech capabilities of children increase. Such children communicate not only with the help of gestures, accompanied by babbling snippets of words, but also with the help of fairly stable, albeit very phonetically and grammatically distorted, speech means.

The third level of speech underdevelopment R.E. Levina is characterized by the fact that the everyday speech of children turns out to be more or less developed, there are no longer gross lexical-grammatical and phonetic deviations, there are only separate gaps in the development of phonetics, vocabulary and grammatical structure. Disadvantages of reading and writing stand out clearly (33, p. 76).

Level III of speech underdevelopment is characterized by the presence of extended phrasal speech with pronounced elements of underdevelopment of vocabulary, grammar and phonetics. The sound side of the speech of preschoolers with this level of OHP is characterized by inaccurate articulation of some sounds, indistinct differentiation of them by ear. Failure phonemic perception manifests itself in the fact that children hardly distinguish the first and last consonant, vowel sound in the middle and end of the word, do not select pictures in the name of which there is a given sound, they cannot always correctly determine the presence and place of sound in a word, etc. Tasks for independent selection of words for a given sound is not performed or performed with significant difficulties. In independent speech, errors in the reproduction of words of different syllabic structure and sound-filling: perseveration, anticipation, adding extra sounds, truncation of syllables, permutation of syllables, adding syllables or a syllabic vowel. The formation of skills for the correct design of the sound side of speech, the correct transmission of the syllabic structure of words used in independent speech, is the most important task speech therapy correction of ONR.

T.B. Filicheva (49) singled out the fourth level with a general underdevelopment of speech. The fourth level includes children with mild residual manifestations of lexical-grammatical and phonetic-phonemic underdevelopment of speech. Minor violations of all components of the language are revealed in the process of a detailed examination when performing specially selected tasks. T.B. Filicheva notes that in these children the signs of speech underdevelopment turn out to be erased, outwardly inconspicuous and are not always diagnosed by specialists. At the same time, T.B. Filicheva found that such children experience significant difficulties in learning to read and write in a general education school and, as a rule, are unsuccessful in a number of academic disciplines. All of the above allows us to say that in such children, despite the apparent "mixing" of the manifestations of the defect, there is still a systemic violation in the formation of speech as a physiological, social and psychological-pedagogical phenomenon. This conclusion is justified by the historically established in Russia within the framework of the well-known scientific schools traditions of studying speech ontogenesis and dysontogenesis (48, p.139).

Often, violations of sound pronunciation and slurred speech in children with ONR are due to insufficiently developed phonemic hearing. As a result, the child does not distinguish acoustically similar phonemes by ear and pronounces them incorrectly, replacing consonant paired deaf or soft sounds, skips, rearranges sounds in words. Disorders of phonemic hearing in the future is a serious obstacle in mastering the skills of reading and writing. Therefore, the development of phonemic functions is an obligatory part of the work on the formation of the pronunciation side of speech, the prevention of violations of written speech in preschoolers with OHP.

Children with OHP often do not realize the importance of intonation for conveying the meaning of statements and their attitude to what is happening. Their speech, as a rule, is inexpressive, accelerated or, conversely, slowed down. When telling poems, the speech of many children is monotonous, gradually becoming less legible, fading away. During speech, the voice is quiet, modulations in pitch and in the strength of the voice fail (for example, a child cannot change the pitch of his voice by imitation, imitating the voices of animals).

In the works of I.Yu. Levchenko, G.Kh. Yusupova and co-authors showed that the personality of a preschooler with ONR is characterized by specific features (low self-esteem, communication disorders, manifestations of anxiety and aggressiveness of varying severity). At the same time, boys with OHP are less aware than girls that the reason for their lack of sociability is a speech defect (34)

Recommended in the manual by Glukhov V.P., the system of teaching children with OHP to tell stories includes a number of sections that provide for their mastering the skills of monologue speech in the following forms: making statements according to visual perception, reproducing the listened text, compiling a description story, storytelling with elements of creativity (by analogy , on a given topic, etc.). A gradual transition is envisaged from the formation of reproductive forms of speech in children (based on a speech pattern) to independent ones; from statements based on visualization to statements of their own design. For each of the sections, specific tasks are set for mastering children's speech skills and methods of action (features of teaching the construction of this type of monologue statement, its planning, etc.), as well as special tasks aimed at mastering by children language tools, which form the basis of monologue speech. (13)

It has been proven that in children with speech underdevelopment, persistent lexical-grammatical and phonetic-phonemic disorders significantly limit the possibilities of spontaneous formation of speech skills and abilities that ensure the process of speaking and receiving speech. Characteristic is the imperfection of the structural-semantic organization of contextual speech. Children experience difficulties in programming an utterance, synthesizing individual elements into a structural whole, and selecting linguistic material for a particular purpose. V.P. Glukhov notes that communication difficulties are manifested in the lack of formation of the main forms of communication (13). Failure verbal means communication makes it impossible for children to interact, becomes an obstacle in the formation of the game process. At the same time, there are still many unresolved issues in the problem of the formation of communicative competence in children with OHP.

Often in the speech of children with OHP (especially with dysarthria, rhinolalia) there are pauses associated with the unformedness of speech breathing, with the inability to distribute speech exhalation in accordance with the length of the statement. Children with OHP in most cases do not know how to breathe smoothly and deeply, they do not know how to rationally use expiration, they do not completely renew the supply of air in the lungs, etc. Such factors negatively affect the development of speech. A child with weakened inhalation and exhalation usually has quiet speech, difficulty in pronouncing long phrases.

The lexical representation of students with OHP is fragmented, words in the mind are not systematically organized. This is manifested in ignorance of the exact meaning of words, weak differentiation of lexical meanings, numerous substitutions and confusions of words. Difficulties in using synonyms, antonyms, ambiguous words, generalizing vocabulary, numerous errors in the perception and reproduction of complex lexical and grammatical relations, sentence construction, steady repetition of word-formation and morphological errors indicate the unformed vocabulary and semantic fields of words. Preschoolers have difficulties in speech-thinking activity associated with language material of different levels, insufficiency in the formation of generalization and abstraction processes, violations of the process of thematic selection and semantic choice of words when generating a speech statement.

Thus, it should be concluded that general speech underdevelopment (GSP) in children with normal hearing and intact intelligence is a violation that covers both the lexico-grammatical and phonetic-phonemic systems of the language (40), (48).

Thus, we can conclude that the general underdevelopment of speech is such a type speech disorder, in which in children with normal hearing and initially intact intelligence, there is a violation of the formation of all the components of the language system: the sound side of speech (phonetics) and also the semantic side (lexicon and grammar). The causes of OHP in children include: various infections, intoxication (toxicosis) of the mother during pregnancy, incompatibility of the Rh factor of the blood or the group affiliation of the mother and child, trauma during childbirth and pathology in childbirth, various diseases of the central nervous system, brain injuries in the beginning of life. In addition, the general underdevelopment of speech in children can be caused by inappropriate conditions for education and training, mental deprivation (the inability to meet vital needs) at the most appropriate stages of speech development. More often, OHP occurs as a result of the complex influence of various factors, for example, such as hereditary predisposition, organic insufficiency of the central nervous system, and an unfavorable social environment.

1.3 Fundamentals of the formation of coherent speech in preschoolers with OHP.

To understand the process of formation of coherent speech, the main provisions of the theory of the generation of speech utterance, developed in the works of domestic and foreign scientists, are important (13). For the first time, a scientifically based theory of speech generation was put forward by L.S. Vygotsky. It was based on the concepts of the unity of the processes of thinking and speech, on the relationship between the concepts of "meaning" and "meaning", the doctrine of the structure and semantics of inner speech. According to the theory of L.S. Vygotsky, the process of transition from thought to word is carried out “from the motive that generates any thought to the formation of the thought itself, its mediation in the inner word, then in the meanings of external words and, finally, in words” (6, p. 375) . The theory of speech generation created by L.S. Vygotsky, was further developed in the works of other Russian scientists (A.A. Leontiev, A.R. Luria, N.I. Zhinkin, L.S. Tsvetkova, I.A. Zimnyaya, T.D. Akhutina, etc.) .

A.A. Leontiev put forward a position on the internal programming of an utterance, considered as a process of constructing a certain scheme, on the basis of which a speech utterance is generated*. Such programming can be of two types: programming of a separate concrete utterance and speech whole. A.A. Leontiev proposed a conceptual scheme for generating speech, including the stages of motivation, design (program, plan), implementation of the design, and, finally, comparison of the implementation with the design itself (1), (35).

In the works of A.R. Luria presents a detailed analysis of some stages of speech production (motive, intention, "semantic record", internal predicative scheme of the utterance), shows the role of internal speech. As necessary operations that determine the process of generating a detailed speech utterance, A.R. Luria highlights the control over its construction and the conscious choice of the necessary language components (36).

The generation of a speech utterance is a complex multi-level process. It begins with a motive, which is objectified in the design; the idea is formed with the help of inner speech. Here the psychological “semantic” program of the utterance is formed, which “reveals the “intention” in its initial incarnation. It combines the answers to the questions: What to say? in what order and how to say? (14),(22). This program is then implemented in external speech based on the laws of grammar and syntax. given language(L.S. Tsvetkova, 1988 and others).

The purposeful formation of coherent speech is of paramount importance in the general system of speech therapy work with children with general speech underdevelopment. This is determined, first of all, by the leading role of coherent speech in teaching children of senior preschool age. The systemic speech underdevelopment observed in children, as a rule, in combination with a lag in the development of a number of mental functions, requires a differentiated approach to the choice of methods and techniques for developing the skills of independent coherent statements.

The formation of coherent speech of children with OHP in a correctional kindergarten is carried out as in the process of various practical activities during games, regime moments, observations of the environment, etc., and at special remedial classes. The methodology of work on the development of coherent speech of preschoolers with OHP is covered in a number of scientific and scientific-methodological works on speech therapy. The program of correctional education and upbringing of children with general underdevelopment of speech and methodological guidelines for it provide recommendations on the formation of coherent speech of children in accordance with the periods of study. In the first period of the first year of study (September - November), children must master the skills of compiling simple sentences on "questions, demonstrated actions and according to pictures, followed by the compilation of short stories. In the second period (December - March), dialogue skills are improved, children's education is introduced compiling simple description subject, short stories based on pictures and their series, stories-descriptions, simple retellings. In the III period (April - June), along with the improvement of dialogue and skills in these types of storytelling, training is provided for compiling a story on the topic (including inventing its end and beginning, adding episodes, etc.) - The main task of this period is the development independent coherent speech of children. The content of speech therapy work in the second year of study provides for the further development of coherent speech. Particular attention is paid to strengthening the skills of coherent and expressive retelling literary works, a significant place is given to exercises for compiling complex plot stories, fairy tales, essays based on personal experience.

Based on this, educational and out-of-school work on the development of coherent speech of children, carried out by a speech therapist and educators of speech therapy groups. It includes the corrective formation of the lexical and grammatical structure of speech, the purposeful development of phrasal speech, speech communication skills and teaching storytelling.

Dialogic speech skills are developed and consolidated in speech therapy classes on the formation of lexical and grammatical means of language, coherent speech and in all types of educational work with children (training sessions, thematic conversations, organized games, walks and excursions, etc.). The development of the monologic form of speech is carried out, first of all, in speech therapy classes for the formation of coherent speech, as well as in educational classes in the native language and subject-practical classes. When teaching children with the third level of speech development, special attention is paid to the formation of coherent monologue (descriptive and narrative) speech.

In many works on preschool pedagogy, teaching children to tell stories is considered as one of the main means of forming coherent speech, developing speech activity and creative initiative. The influence of lessons on teaching storytelling on the formation of mental processes and cognitive abilities of children is noted. The important role of teaching storytelling in the development of the monologic form of speech is emphasized. The main methods of teaching children coherent monologue speech, researchers include teaching retelling, storytelling (about real events, objects, from pictures, etc.) and oral composition by imagination.

Depending on the psychological basis of the content of children's stories in pedagogical literature, there are: storytelling by perception (stories describing objects, stories from pictures and retelling); storytelling from memory (from the collective or individual experiences of children) and storytelling from imagination, or creative storytelling. In addition, according to the form, children's stories are classified into the following groups: descriptive and plot, and according to content - into factual and creative.

The pedagogical literature provides a detailed description of the various types of teaching the storytelling of normally developing preschoolers (description of objects, retelling, storytelling from pictures and from experience, creative storytelling). The general principles of teaching are the construction of classes in accordance with the age characteristics of children, the assignment of an important role to the speech pattern of the teacher, the use of game techniques, the widespread use of visual aids, the choice of methods and techniques, taking into account the tasks of teaching children their native language and preparing them for school. Using scientific guidelines on the formation of coherent speech of children with normal speech development as the basis for teaching children with OHP, it is necessary to adapt the forms and methods of this work, taking into account speech disorders and related developmental deviations. When conducting classes on teaching storytelling, the speech therapist faces the following tasks:

Consolidation and development of speech communication skills, speech communication in children;

Formation of skills for constructing coherent monologue statements;

Development of skills of control and self-control over the construction of coherent statements;

Targeted impact on the activation and development of a number of mental processes (perception, memory, imagination, thinking), closely related to the formation of oral speech communication skills, the formation of skills in children to build coherent detailed statements, in turn, includes:

Assimilation of the norms for constructing such a statement (thematic unity, following the sequence in the transmission of events, the logical connection between parts-fragments of the story, the completeness of each fragment, its correspondence to the topic of the message, etc.);

Formation of planning skills for detailed statements, teaching children to highlight the main semantic links of the story of the message;

Learning the lexical and grammatical design of coherent statements in accordance with the norms of the native language.

The implementation of these special tasks of teaching storytelling is linked to the general tasks cognitive development children, moral and aesthetic education, creative development of the individual.

Work on the formation of coherent grammatically correct speech is based on general principles speech therapy impact, developed in domestic correctional pedagogy. The leading ones are the following:

Reliance on the development of speech in ontogenesis, taking into account the general patterns of formation of various components of the speech system in the norm during preschool childhood;

Mastering the basic laws of the grammatical structure of the language on the basis of the formation of linguistic generalizations and oppositions;

The implementation of a close relationship of work on various aspects of speech - grammatical structure, vocabulary, sound pronunciation, etc.

The most important in the work is the principle of a communicative approach to the formation of oral coherent speech of children. At the same time, special attention is paid to teaching those types of connected statements that are primarily used in the process of mastering knowledge in the period of preparation for school and at school. early stages school education (detailed answers, retelling of the text, compiling a story on a visual basis, statements by analogy). The communicative approach involves the widespread use of forms and methods of learning (including games), which contribute to the activation of a variety of speech manifestations in the child.

Work on the formation of coherent speech is also built in accordance with general didactic principles (systematicity and consistency in teaching, taking into account the age and individual psychological characteristics of children, the focus of training on the development of their activity and independence).

The main tasks facing a speech therapist when teaching children grammatically correct coherent speech are:

Corrective formation and inclusion in the "speech arsenal" of children of language (morphological-syntactic, lexical) means of constructing coherent statements;

Assimilation of the norms of semantic and syntactic connection between sentences in the text and the corresponding language means of its expression;

Ensuring sufficient speech practice as the basis for the practical assimilation of important patterns of the language, mastering the language as a means of communication.

The main form of work is educational speech therapy classes conducted by the subgroup method (5-6 people). Classes are held 1-3 times a week (depending on the period of study) for 20-30 minutes, in the morning. At the same time, instructions and methodological recommendations on the organization of education for children with OHP are taken into account.

Teaching children storytelling (retelling, storytelling, description, etc.) is preceded by preparatory work (the first period of the first year of study). The purpose of this work is to achieve the level of speech and language development necessary to compose various types of detailed statements. The preparatory work includes: the formation of the lexical and grammatical basis of coherent speech, the development and consolidation of skills for constructing sentences of different structures, as well as communication skills for full communication between children and the teacher and among themselves in the course of classes.

When working with children, a speech therapist should implement the following tasks:

Development of directed perception of the teacher's speech and attention to the speech of other children;

Formation of the installation for the active use of phrasal speech when answering the teacher's questions, consolidating skills in compiling answers to questions in the form of detailed sentences;

Formation of skills to adequately convey in speech, simple actions depicted in the pictures;

Assimilation of a number of language means, primarily lexical ones (words-definitions, verbal vocabulary, etc.), necessary for the compilation of speech statements;

Practical mastery of simple syntactic models of phrases, compiled on the basis of direct perception and existing ideas; the formation of mental operations associated with mastering phrasal speech - the ability to correlate the content of a phrase-statement with the subject and topic of the statement (whether the subject and object of the action are correctly defined, whether the action being performed is named, whether this or that quality of the object is reflected, etc.).

The implementation of these tasks is carried out in speech therapy classes in the course of exercises for compiling statements on the demonstrated actions, situational and plot pictures, in the course of specially selected speech games and exercises, and preparatory work for describing objects.

The methodology for teaching how to write sentences to demonstrate actions, followed by combining individual statements into a short story, has been detailed in a number of studies.

Exercises for drawing up sentences on pictures (subject, situational, etc.) can be carried out using different methodological techniques. When teaching children with OHP, the following methodology is recommended. Two types of pictures are used for the exercises: 1) pictures on which the subject and the action performed by him can be distinguished; 2) pictures depicting one or more characters and a clearly marked scene. According to them, children exercise in the sequential compilation of sentences of various semantic-syntactic structures. (14 p. 35)

1.4 Features of the formation of coherent speech in children with ONR

Children's ability to communicate with others correct speech, to clearly express one's thoughts, to speak one's native language clearly and expressively is one of the necessary conditions for the full development of the child's personality. Coherent semantic detailed statements provide versatile communication and mutual understanding of people. At the stage early development children's speech is situational: the child uses individual words, onomatopoeia, gestures, facial expressions. To others, such speech is understandable only in a certain specific situation. In children with OHP, early speech development most often proceeds without deviations. In due time there is a change of cry by cooing, cooing - to babble. At the age of about one year, individual words from repeating syllables appear in their speech: "dad", "mother", "lyalya" - and onomatopoeia: "meow" (cat), "af-af" (dog) and others. But further speech does not develop and remains approximately at the same level.

G.V. Chirkina notes that with normal speech development, children of primary preschool age already have certain verbal communication skills. However, a certain category of three-year-old children is characterized by shortcomings in speech development, relating to one degree or another to both the semantic and sound aspects of speech (52, p. 64 )

In most cases, at the younger preschool age, the active speech of children with OHP contains the same speech means as at the age of about one year. In addition to words consisting of repeated syllables and onomatopoeia, some children begin to pronounce only its stressed syllable instead of the whole word. In addition, substitute words appear in their speech, which they use universally, instead of many words. So, "atinya" and hello, and goodbye, and thank you, and a coat, and boots, and an apple. Due to the limited vocabulary, children widely use facial expressions and pointing gestures in communication. For example, instead of the word "give", they point to the item they want to receive. With underdevelopment of speech, the number of words and onomatopoeia in children is sometimes no more than 10-20. The phrasal speech of most of them is absent, communication is carried out at the expense of words-sentences (39, p.32).

With a general underdevelopment of speech, children of younger preschool age are characterized by pronounced agrammatism. The speech means that the child owns are insufficient for his normal communication with others. Over time, the child begins to realize that his speech is incomprehensible to others. Awareness of this negatively affects the formation of his character. Some children develop irritability, others - isolation, persistent negativism, unwillingness to get in touch with others, stubbornness, etc. (39, p. 36).

Thus, in contrast to children with normally developing speech in children of younger preschool age, children with OHP are characterized by an almost complete absence of verbal means of communication. Understanding of speech is much better developed than its active use, but it is limited to the situation of communication (54, p.43).

The expansion of communication with adult peers, the complication of the cognitive activity of the child requires a more detailed speech. “The content of contextual speech is revealed in the very context of speech and thanks to this it becomes clear to the listener from a combination of words, sentences, i.e. from the very construction of sound speech” (A.M. Leushina). A.A. Loblinskaya notes in her research that, first of all, children move on to a coherent presentation in stories of a calm, narrative nature. In the transfer of events associated with vivid emotional experiences, the child lingers longer on a situationally expressive presentation.

R.E. Levina writes that in the formation of a child's speech there is always an individual originality. Some children develop speech early and

develops very intensively, in other children speech appears with a delay and develops slowly (33, p.6).

At the age of 4 - 5 years, children with normally developing speech actively use common sentences, there are increasing opportunities to use the construction of complex sentences. According to V. Yadeshko, the number of complex sentences is already 11% in relation to total number offers. In the speech of five-year-old children, almost all subordinate clauses(except for the definition). The sizes of children's stories include approximately 20-25 words. At this time, such signs of coherent speech are actively formed, such as highlighting the main thing in the story, completeness of the topic, determining parts of the story, etc. etc.). In an environment of collective learning, children, showing very high speech activity, widely use different types of complex and complex sentences. At this age, children ask a lot of questions to adults, they try to justify their actions themselves. After 4 years they can retell a familiar fairy tale, willingly memorize poems, by the age of 5 they retell short stories they have just read after listening to them 2 times. After 5 years, children are able to talk about what they saw, explain cause-and-effect relationships, compose a story based on a picture, a series of pictures, and distinguish the fantastic content of a fairy tale from an ordinary story. After 5-6 years, children are quite willing to invent stories, fairy tales themselves, often including episodes from their own lives.

In children of older preschool age with OHP, coherent speech is not sufficiently formed. Limited vocabulary, repeated use of similar-sounding words with different meanings makes the speech of children poor and stereotyped. Correctly understanding the logical interconnection of events, children limit themselves to only listing actions (39).

When retelling, children with OHP make mistakes in conveying the logical sequence of events, skip individual links, "lose" actors, allow repetitions, add unnecessary episodes or memories from personal experience, find it difficult to choose the right word (53, p. 78).

The story-description is inaccessible to them, usually the story is replaced by a separate enumeration of objects and their parts. There are significant difficulties in describing a toy or object according to the plan given by the speech therapist. The description is reduced to a simple enumeration of individual features of a favorite toy or familiar object (53).

As noted by R.E. Levin, against the background of relatively extended speech in children with OHP of preschool age, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word-formation methods creates difficulties in using word variants, children do not always succeed in selecting words with the same root, forming new words with the help of suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, the desired word with another, similar in meaning (33, p. 84). In free statements, simple common sentences predominate, complex constructions are almost never used. Agrammatism is noted: errors in agreeing numerals with nouns, adjectives with nouns in gender, number, case. A large number of errors are observed in the use of both simple and complex prepositions. A limited vocabulary, repeated use of the same sounding words with different meanings makes children's speech poor and stereotyped. Correctly understanding the logical interconnection of events, children are limited only to listing actions. Metaphors and comparisons are especially difficult to understand (33, p.32).

The child almost does not know the categories of causality and connects in one chain both causes and effects, and separate, unrelated events. That is why he often confuses the cause with the effect, and before the conclusion, beginning with the words "because", the child is helpless (33).

Children with general underdevelopment of speech are characterized by the inability to distribute attention between the content and form of the statement, it is logically justified, it is correct to construct the statement in terms of language. Children with general underdevelopment of speech find it difficult to describe objects and other objects of reality. With great difficulty, they master such a form of statements as reasoning (29, p.29).

Conclusion on the first chapter.

The statements of children with general underdevelopment of speech are characterized by: a violation of the logical sequence of the narrative, a violation of coherence, omissions of semantic links, incompleteness of microthemes, a return to what was said before, long pauses at the boundaries of phrases, lexical difficulties are clearly expressed - a poor vocabulary, shortcomings in the grammatical design of sentences, incorrect word connection, word omissions, duplication of phrase elements, errors in the formation of verb forms, etc. (54)

It follows from this: 1. Coherent speech is a set of thematically united fragments of speech that are closely interconnected and represent a single semantic and structural whole. Connected speech includes two forms of speech: monologue and dialogic. A monologue is a more complex form of speech. This is a coherent speech of one person, serving for the purposeful transfer of information. The main types in which monologue speech is carried out at preschool age are description, narration and elementary reasoning. Their essential characteristics are coherence, consistency, logical and semantic organization;

2. Knowledge of the linguistic and psycholinguistic foundations of the connected speech given above is necessary for corrective work with children with general underdevelopment of speech.

Violation of the structure of coherent speech leads to learning problems at school, as a result, a violation of the child's psyche. Therefore, work with children with OHP should be started from the early preschool age.

CHAPTER 2

2.1 Comparative analysis of methods for examining coherent speech in preschoolers with OHP

In speech therapy practice, the main attention is paid to the difficulties of expressive speech, the formation of the operation of combining language units and their successive organization. This is justified, since these are the leading disorders in the majority of preschool children with general underdevelopment.

T.A. Fotekova (47) offers a method for studying coherent speech in two stages:

1. Drawing up a story based on a series of four plot pictures.

2. Retelling of the text.

When compiling a story based on a series of four plot pictures, instructions are given: put these pictures in order and compose a story.

Connected speech is assessed according to four criteria:

* According to the semantic adequacy and independence of implementation;

* Where possible text programming;

* According to grammatical design;

* By lexical design.

Instructions are given for retelling the text: listen to the story carefully and get ready to retell. This technique does not have didactic material, there is no scheme for assessing the level of performance.

O.E. Gribova (16) offers the following tasks.

* Drafting descriptive story by impression (memory).

* Drawing up a descriptive story based on an object or a picture.

* Compilation of a descriptive story based on impressions.

* Drawing up a narrative story based on a plot picture.

* Drawing up a narrative story based on a series of plot pictures.

During the examination, the child is offered special material that allows not only to identify the specifics of coherent speech in this child, but also to outline directions, ways of further examination and the level of complexity of the proposed material. During the examination, it is recommended to first present the child with more complex material, then adjusting the level of its complexity in one direction or another. Independent performance of the task is evaluated.

R.I. Lalayeva (32)

1. Drawing up a story based on visualization after preliminary processing of the content in the process of dialogue.

* Based on a series of plot pictures.

* Based on the plot picture.

2. Drawing up a program and a story based on a series of plot pictures without pre-processing.

3. Drawing up a story based on a plot picture.

4. Research retelling:

* retelling of a short text based on a series of plot pictures;

* retelling of a long text based on a series of plot pictures;

* retelling of the text based on the plot picture;

* retelling of the text without relying on clarity.

This methodology consists of 5 sections, includes different types of tasks. Tasks are presented from the simplest to the most difficult. Children's stories are evaluated in points. The proposed tasks allow you to examine the coherent speech of younger students more fully. The technique is designed to study the process of producing speech utterances with speech pathology of various origins, which has both relatively intact intelligence and intellectual insufficiency.

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Municipal state preschool educational institution

"Kindergarten "Smile", Zhizdra

Routing

individual speech therapy session

on the topic:

« Automation of the sound "R" in syllables, words, phrases, sentences, poems and tongue twisters.

Prepared by:

teacher speech therapist

MKDOU "Kindergarten

"Smile" Zhizdra

Abramova L.V.

Zhizdra - 2016

Technological map of an individual speech therapy lesson

FULL NAME.

speech pathologist

Abramova Ludmila Valentinovna

Group ( room,

speech therapy report)

Group No. 3 ("Teremok")

Speech therapy conclusion: OHP (level 3).

Topic of the lesson

Automation of the sound "P" in syllables, words, phrases, sentences, poems and tongue twisters.

Lesson type

"New knowledge"

Technologies used

Technology based on the activity approach.

Health saving technologies.

Information and communication technologies.

Technology phased formation mental actions.

Purpose of the lesson

Automate the sound "R" in syllables, words, phrases, sentences, poems and tongue twisters.

Tasks

Correctional and educational

Correction-developing

Correctional and educational

Fixing the correct articulation pattern when pronouncing the sound [Р];

The ability to clearly pronounce the sound [P] in syllables, words, sentences, poems and tongue twisters;

Development of phonemic perception and hearing;

Ability to compose sentences from words;

Ability to coordinate nouns with numerals;

Expansion and activation of vocabulary;

Improving the skills of analysis and synthesis of words.

Develop articulation and fine motor skills;

Develop a sense of rhythm, auditory attention, memory, thinking;

- education of self-control skills;

Education of activity and attentiveness in the classroom;

Raising the need for verbal communication;

Raising interest in classes;

Raising a sense of pride in the beauty and sound of the native language.

Preconditions for universal

learning activities

Personal UUD:

Regulatory UUD:

Communicative UUD:

Cognitive UUD:

To form motivation for learning and purposeful cognitive activity;

Oexercise cognitive and personal reflection

Rto develop the ability to express one's own assumption based on work with speech material;

- perform educational actions in a loud speech and mental form.

Develop the ability to listen and understand others;

Ability to work in pairs;

Negotiate and come to a common decision in joint activities, including in situations of conflict of interest

Develop the ability to find and structure information;

Develop the ability to present information and extract it from tables;

Based on the analysis of objects to draw conclusions,

generalize, classify by signs;

Find answers to questions.

ICT tools,

Hardware

Hardware: laptop.

Presentation "Automation of the sound "P".

Organizational structure of a speech therapy lesson

Stage

Stage duration

Methods

and working methods

Forms of organizing the activities of pupils

Activity
speech pathologist

Activity

pupil

Stage I

Motivations

- create conditions for the emergence of the pupil's internal need for inclusion in the educational process;

- to form attitudes towards a healthy lifestyle and implementation in real behavior.

2 minutes

Showing a sample of the exercise, pictures-symbols

Individual

Showing a picture-symbol of an articulation exercise with the pronunciation of a poem

Performs articulation exercises.

II. Stage of updating knowledge

- to update the studied methods of actions sufficient to build the consolidation of knowledge and their generalization (reproduces and fixes the ZUN necessary to build new knowledge).

Stage duration

Methods

and working methods

Activity
speech pathologist

Activity

pupil

2 minutes

Practical: analytical-synthetic.

Individual

Let's remember how the curtain rustles in the wind: r-r-r-r-r-r.

Describe what lips do? Teeth? Where is the tongue located? What position is he in? Let's say this sound on the exhale. Let's see what kind of wind comes out.

Does air come out freely from your mouth? There is a barrier to the air stream - this is the tongue. So what is this sound? (Consonant.) How do we pronounce it, angrily or affectionately? (Angrily.) The "R" sound is a hard consonant. Put your hand on the neck, repeat: rrrr. Does our neck tremble or is it sleeping? That's right, the sound "R" is sonorous.

Exercise "Knock like me."

Pronunciation of syllables with the sound "R".

Characteristics of the sound "R".

Ra - ru - ry, Arch - urka - yrka, Ry -ra - ru, Yrka - arch-urka, Ru -ry - ra, Urka - yrka - arch.

III. Stage.

Discovery of new knowledge.

Awareness of what exactly is the lack of their knowledge, skills or abilities.

Fixing the place where the difficulty arose, the correlation of their actions in this place with the methods studied and determining what knowledge or skill they lack to solve the difficulty

Stage duration

Methods

and working methods

Forms of organizing the activities of the pupil

Activity
speech pathologist

Activity

pupil

5 minutes

Practical:

oral,

analytical-synthetic

Individual

Automation of sound [r] in words.

Here we come to our friends. And Raya and Ryzhik put things in order in the house. Let's help them put things in the cabinets - one cabinet for Rai, the other for Ryzhik. Think about what things Rai can have in the closet, and what can Ryzhik have?

Exercise "Combine syllables into a word, find a picture."

Rai has in the closet ... (shirt, sundress, mittens,).

Ryzhik has in his closet ... (racquet, tape measure, rollers).

Pronunciation of words.

IV. Stage

Application of new knowledge in practice.

Stage duration

Methods

and working methods

Forms of organizing activities of students

Activity
speech pathologist

Activity

pupil

11 min

Practical

Individual

Exercise "Divide the word into parts by clapping your hands."
Ryzhik has several favorite items, you can guess which ones if you combine the syllables correctly.

Racket.
Roulette.
Ball.
Roof.
Sa-mo-var-chik.
Kor-mush-ka.

- Now let's clap our hands on each resulting word, dividing it into parts .

The game "Call it affectionately" ( PC).

Exercise "Count".

Purpose: the ability to coordinate numerals with nouns.

Masha collected bumps for Mishka. How many cones did Masha collect?

Masha has 6 cones. Listen and repeat.

Automation [w] in sentences.

-Our friends have prepared another game for you. We need to come up with a proposal for each of the proposed schemes.
What is shown in the first diagram? (Basket, arrow, fruit)
What do you think is in the basket? Answer complete offer. (There are fruits in the basket)
- Come up with sentences for the second and third schemes.
(Baby Roma plays with balls. A pear grows on a tree in the garden.)

Automation of sound [w] in poems.

Let's tell a poem for Mishka. Listen and repeat after me:

Dig a mink, an old mole

He cleared our garden.

The task "Pick up objects to signs."

Multi-colored, large, arc in the sky after the rain (rainbow).
Ballpoint, gel, blue (pen).

Airy, light, flying (ball).
Beautiful, white, field (chamomile).

Task: "Remember and repeat tongue twisters after the announcer."(Working with PC).

Divides the word into parts with claps.

Racket.
Roulette.
Ball.
Roof.
Sa-mo-var-chik.
Kor-mush-ka.

The hand is a pen.

The roof is the cover.

Samovar - samovar.

A fish is a fish.

Brother - brother.

Horns - horns.

Mittens - mittens.

Sparrow is a sparrow.

Repetition of a poem.

Working with subject pictures.

The repetition of words.

V. Stage

Fizminutka

- to form attitudes towards a healthy lifestyle and implementation in real behavior .

Stage duration

Methods

and working methods

Forms of organization of student activities

Activity
speech pathologist

Activity

pupil

3 min

Showing a sample of the exercise by a child

group

Performs a physical minute with the student

Fizminutka.

There are five fingers on my hand
Five graspers, five holders.
To plan and to saw,
To take and to give.
They are easy to count:
One, two, three, four, five!

VI. Stage

isorhythmics

Stage duration

Methods

and working methods

Forms of organizing the activities of the pupil

Activity
speech pathologist

Activity

pupil

4 min

Practical: choosing the right wording, oral, grammatical

By level of independence: after explaining the task

Individual

Reads a poem.

Performs actions on what is heard

VIII. Stage

Reflection

- form an adequate understanding of the reasons for the success / failure of educational activities;

- to form an adequate self-assessment based on the criteria of a "good student".

Stage duration

Methods

and working methods

Forms of organizing the activities of the pupil

Activity
speech pathologist

Activity

pupil

3 min

Practical, comparison.

Individual

The game "Labyrinth".

Swipe your finger along the track, clearly pronouncing the sound "Rrr" (Picture on PC).

What sound did we learn to pronounce today?

Our lesson has come to an end. And if you were interested, take a funny little fox with you, well, if not, then a sad one.

Working with a track on a PC, answering a question, choosing a fox.

Literature.

1.Andreeva G.N. Speech therapy classes for the development of coherent speech of younger students. In 3 hours: a guide for a speech therapist / ed. R.I. Lalayeva. – M.: VLADOS, 2012.

2. Arushanova A.G. Speech and verbal communication of children. Formation of the grammatical structure of speech 3-7 years. M.: Mosaic-Synthesis, 2005.

3. Miklyaeva N.V., Miklyaeva Yu.V., Slobodnyak N.P. Correctional and developmental classes in kindergarten. guidelines for specialists and educators DOU.M .: Sphere, 2008.

4. Levchuk E.A. Grammar in fairy tales and stories. St. Petersburg, 2003.

5.Mironova S.A. speech development of preschoolers in speech therapy classes., M., 2007.

The school speech therapy center is visited by children with various deviations in speech development, and the state of speech of such children undoubtedly hinders the development of general educational programs. Performing his main work on correcting speech disorders in children, improving the lexical and grammatical side of speech, and on preventing written speech disorders, the speech therapist creates the foundation for all subsequent education. An urgent and new task of education is to ensure the development of universal learning activities(UUD) as a psychological component of the fundamental core of the content of education, along with the traditional presentation of the subject content of specific disciplines, the formation of a set of universal learning activities that provide the competence to "teach to learn", and not just the development of specific subject knowledge and skills by students within individual disciplines.

An integral part of the Federal State Educational Standard is the concept of developing universal learning activities for students. The developers of the standard distinguish personal, regulatory, cognitive and communicative as the main types of universal learning activities. Students who are primarily enrolled in a school speech center have a number of speech and psychological characteristics that make it difficult for them to form universal educational activities. For example, in the speech of a child with general underdevelopment of speech, there are violations of sound pronunciation and lexical and grammatical structure. Deviations in the development of speech often impede the formation of cognitive processes, make it difficult to communicate with others, and affect the emotional-volitional sphere. Nevertheless, corrective speech therapy work, depending on its content and methods of organization, reveals its own specific opportunities for the formation of universal learning activities for students. General rules remedial work can be:

1. A speech therapy lesson should be built as a process of “discovery” by each child of a specific knowledge or skill. Work in the classroom is organized in such a way that it requires students to make efforts, reflections, and search.
2. Any actions of the child must be meaningful.
3. In the classroom, a speech therapist teaches children to set goals, look for ways to achieve them, and jointly draw up an action plan.
4. Educational cooperation between students is encouraged. In their joint activities, students develop universal human values.
5. Much attention in the classroom is paid to mutual checking and self-checking of children, they do not reproach for mistakes, explaining that everyone learns from mistakes.
6. The speech therapist notes the achievements of the child, in comparison with his past results, helps to gain confidence in his strengths and abilities.
7. The speech therapist helps the child find himself by creating individual route providing support, creating a situation of success.

In a broad sense, "universal learning activities" - self-development and self-improvement through the conscious and active appropriation of new social experience. In a narrower (actually psychological meaning) "universal learning activities" is a set of student actions that ensure his cultural identity, social competence, tolerance, the ability to independently acquire new knowledge and skills, including the organization of this process.

One of the features of universal educational activities is their universality, which is manifested in the fact that they are of a meta-subject nature;

• ensure the integrity of the general cultural, personal and cognitive development and self-development of the individual;
• ensure the continuity of all stages of the educational process;
• underlie the organization and regulation of any activity of the student, regardless of its specially-subject content;
• provide the stages of assimilation of educational content and the formation of the psychological abilities of the student.

The peculiarity of loco-correctional work is that it is aimed at helping children who experience difficulties in achieving subject results(writing, reading). Thus, timely and effective logo-correctional work prevents or minimizes the difficulties of achieving mathematical-subject results.

Personal universal learning activities

Personal UUD are designed to provide a value-semantic orientation of students: the child must learn to correlate his actions with accepted ethical principles, know moral standards and be able to highlight the moral aspect of behavior. Currently, many parents are focused solely on the mental development of their child. It is alarming that in many families spiritual and moral education and personal development are not given sufficient attention. As a consequence of this process, the inability to find mutual language with peers, conflict, loss of interest in learning. One of the main goals of a speech therapist teacher is to help the child awaken all the inclinations inherent in him, understand and find himself, so that in the end the child wants to become not just a highly educated person, but also wants to overcome everything negative in himself and develop positive. Personal UUD in speech therapy classes can be formed, first of all, on the basis of the interaction of students with each other. It also develops communication skills.

For the formation of personal universal learning activities, you can use the following types of tasks:

• participation in projects, researches;
• mental reproduction of a picture, situation, video film; - creative tasks;
• summarizing the lesson;
• events, incidents;
• achievement diaries.

Personal actions are aimed at awareness, research and acceptance life values, allow you to orient yourself in moral norms and rules, develop your life position in relation to the world. Reading various works, observing and analyzing the events and actions of literary heroes, students not only express their attitude towards this or that character, but also reflect on how they would act in this case, and most importantly, highlight the idea of ​​the work that they useful in life.

Examples of the formation of personal UUD in speech therapy classes can be the following typical tasks.

Task number 1

The students are 7 years old.
Form of work - group.
Theme: Journey to the zoo
The game "School of animals"
Purpose: the formation of personal UUD (the formation of the internal position of the student).

Zoo animals also go to school and on the first of September they started classes. Only the baby elephant did not go to school, because he is still small and will go to first grade only next year. What a school is and why they go there, the baby elephant does not yet know. The children need to explain to the elephant what rules of behavior at school exist.

Task number 2

The students are 7-8 years old.

Form of work - group.

Topic: Development of coherent speech. Drawing up a creative story based on a picture.

Creative story based on the painting "Two flower beds"

(with the addition of subsequent events)

The best flower bed

Masha and Angela were friends. They went to the same kindergarten group, often walked and played together. One spring, Masha's parents gathered at the dacha and invited Angela with them. On the trip, adults took flower seedlings to make flower beds near the country house. Arriving at the site, Mashenka immediately ran into the garden. She took with her a watering can, a spatula and began to plant seedlings of flowers in a small flower bed.

Masha carefully dug a hole and filled it with water, and then carefully, carefully lowered the seedlings into it. Things moved slowly...

Angela looked and looked at the works of her friend and suddenly disappeared somewhere. After a while, she appeared near the flower bed with a bouquet of bright artificial roses. Pushing the strong stems of the flowers into the ground with force, Angela said to Masha: “Now it’s beauty, so beauty! I'm doing better!" Masha did not answer and continued to plant seedlings. When both flower beds were ready, the sky suddenly darkened. Lightning flashed, thunder boomed. The first spring thunderstorm has begun. It was not just rain, but a real downpour!

After the rain, the girls went out into the garden.

They saw a strange sight. Paint has come off most of the Angelina flowers. Crumpled, faded, ugly, they lay on the ground, And the flowers washed by the rain of the Machine spread their petals and became even more beautiful. Now it became clear - whose flower bed is better!

Rice. one

• Where does the painting take place?
• What time of year?
• How can you guess about it? Where are the girls?
• What are they doing?
• What flowers does each girl plant?
• Why do they do this?

Imagine a conversation between two girls.

Activation of the mental processes necessary for creative storytelling

• List 5-6 names of garden and wildflowers.
• Why do people plant flowers in flowerbeds?
• Where are artificial flowers used?
• What materials are they made from?
• How are real flowers different from artificial ones?
• What flowers do you like best? Why? Compare them?
• What happens to artificial flowers after rain?
• Who can approach the girls? What to ask them?

What to advise?

Creative story planning

Beginning, middle, end

Verb chain

Name

Options for the development of events (mother came and scolded the girl, the neighbors saw and advised from behind the fence, a girlfriend came up and explained)

Analysis and evaluation of creative storytelling

word accuracy,

• figurative expressions,
• sentence literacy,
• connection of sentences and parts of the story,
• expressiveness,
• no pauses,
• fluency of speech.

Overall rating:

• Good,
• very good.
• should learn.

Regulatory universal learning activities provide the ability to manage cognitive and learning activities by setting goals, planning, monitoring, correcting their actions, evaluating the success of assimilation.

Regulatory UUD provide the stages of mastering the educational content and the formation of the psychological (personal) abilities of students. This contributes to self-development, self-improvement through the conscious and active appropriation of new social experience.

In general, regulatory UUD must be formed in order for a person to be able to set a specific goal, plan his life, and predict possible situations.

The mechanism for implementing the idea of ​​forming regulatory UUD is a set of methods and techniques for improving the components of regulatory activity.

The components of regulatory activity are:

• goal setting;
• planning;
• forecasting;
• control in the form of comparison of the mode of action;
• correction;
• grade;
• volitional regulation.

For the formation regulatory universal learning activities, the following types of tasks are possible:

• search for information in the proposed sources;
• intentional errors;
• mutual control

Examples of the formation of regulatory UUD in speech therapy classes can be the following typical tasks.

Task number 1

The age of students is 7-11 years old.

Form of work - group.

Topic: Differentiation w-w

Task: Read the text carefully. Find mistakes. Write the misspelled words correctly. Write the text correctly.

Viper sunbath.

The viper crawls out every morning on a dry stump. She crawls with difficulty. Her blood ran cold in the cold. In the sun, she sews and crawls shurzha, after mice and frogs. .

Task number 2

The age of students is 7-11 years old.

Form of work - group.

Theme: Work with the word

LET'S FIND THE WORD IN THE WORD

1) Be smart

Find in the words and underline the word "mind".

Craftsman, multiplication, uniform, die, bustle, musketeer, jellyfish, suma, puma, mull, flower bed, blush, fly agaric, crown, mother of pearl, twilight, wisdom, bedside table, crazy, godfather, kumach, married, man, floss, museum, perplexed, perfumery, crescent, music, presidium, ponder, garbage, sum,

2) Word in word

Highlight the words that are "hidden" in the word. (Please note that two or even three words can “hide” in one word.)

A pipe, an oak tree, a guitar, a thermometer, a head, a tunic, a nose, comrades, a bedside table, six, a fair, a sneak, an anchor, an apple.

3) The animals hid

Find the animals that are "hiding".

Cognitive universal learning activities include the actions of research, search, selection necessary information, modeling the studied content. Cognitive universal learning activities are formed through the development of cognitive activity and interest.

Cognitive activity - curiosity, curiosity, the need to expand one's horizons, activity aimed at knowing oneself and reality.

Cognitive interest - the selective focus of the individual on objects and phenomena of the surrounding reality. This orientation is characterized by a constant desire for knowledge, for new and more complete, deep knowledge. Cognitive interest is exploratory in nature. Under its influence, a person constantly has questions, the answers to which he himself is constantly and actively looking for. Cognitive interest has a positive effect not only on the process and result of activity, but also on the course of mental processes - thinking, imagination, memory, attention, which, under the influence of cognitive interest, acquire special activity and direction.

Cognitive interest is directed not only to the process of cognition, but also to its result, and this is always associated with the desire for a goal, with its realization, overcoming difficulties, with volitional tension and effort. Cognitive interest is not an enemy of volitional effort, but its faithful ally.

Thus, the development of cognitive activity and interest develop students' desire to learn and form the most important personal qualities.

For diagnostics and formation of cognitive universal learning activities, you can use the following types of tasks:

• drawing up support schemes;
• study;
• work with dictionaries;
• solving fieldwords, crosswords, rebuses, chainwords;
• match;
• unravel the confusion;
• fill in the gaps in the sentences;
• solve the test;
• preparation of routes for hiking, travel;
• task cards for working with textbooks, atlases, maps, encyclopedias;
• detailed written answers to problematic questions;
• “Black box” (determine what is in it from the description);
• anagrams;
• define the object under the numbers, asterisks (work with the map);
• historical mysteries;
• work with different types tables;
• drawing up a detailed plan;
• "Find the extra", etc. .

In the block universal action cognitive orientation, it is advisable to distinguish between general educational, including sign-symbolic; logical, actions of setting and solving problems. The general educational ones include: independent selection and formulation of a cognitive goal; search and selection of the necessary information; application of information retrieval methods, including using computer tools; sign-symbolic actions, including modeling (transformation of an object from a sensual form into a model, where the essential characteristics of the object are highlighted and the transformation of the model in order to identify the general laws that define this subject area); the ability to structure knowledge; the ability to consciously and voluntarily build a speech statement in oral and written form; selection of the most effective ways of solving problems depending on specific conditions; reflection of the methods and conditions of action, control and evaluation of the process and results of activities; semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose; extracting the necessary information from the listened texts of various genres; definition of primary and secondary information; free orientation and perception of texts of artistic, scientific, journalistic and official business styles; understanding and adequate evaluation of the language of means mass media; the ability to adequately, in detail, concisely, selectively convey the content of the text; compose texts of various genres, observing the norms of text construction (correspondence to the topic, genre, style of speech, etc.).

Task number 1

The age of students is 7-11 years old.

Form of work - group.

Topic: Spelling of a soft sign.

Game "Soft Sign"

• to consolidate children's knowledge about the functions of a soft sign - the designation of the softness of consonants and the separation of the consonant from the vowels i, e, e, u, i;
• to form reading and writing skills, optical-spatial representations;
• develop the skills of analytical and synthetic activity (the ability to see the boundaries of words), phonemic processes.

Material: maze tables for each child.

Game progress.

Each student is given game material, the speech therapist draws the attention of the children to the fact that inside the table - the labyrinth there are words with a soft sign.

Children remember the functions of the soft sign. Then, in turn, they call the words from the table, write them down on the board and clarify the function of the soft sign.

Job options:

1. Write down words with a soft sign, indicating the softness of consonants;
2. Write down words with a separating soft sign;
3. Write down words consisting of 1, 2 or 3 syllables (at the choice of a speech therapist);

write down words in which the number of sounds and letters is the same; there are more letters than sounds, etc. .

Rice. 2.

Task number 2

The age of students is 7-11 years old.

Form of work - group.

Subject: Proposal.

Game Snake. Goals:

• improve the optical-spatial representations of children, reading skills; the ability to write sentences (the first word is written with a capital letter, a period is put at the end of the sentence);
• develop the ability to analyze sentences and divide them into words (separate words from each other, determine the number of words and their sequence, separate prepositions and conjunctions from words); auditory perception of children.

Material:

Snake cards, markers for each child.

Game progress.

The speech therapist invites children to play and guess riddles of the snake.

Inside the torso of the snake are hidden sentences in which words are interconnected. With the help of a pen, children separate words from each other, determine the boundaries of the sentence (highlight capital letters at the beginning of sentences, put dots at the end of sentences).

Then the guys write down the sentences.

Rice. 3.

Task number 3

The age of students is 7-8 years.

Form of work - group.

Topic: Development of coherent speech. Compilation of the story "Spring".

Compilation of the story "Spring" using mnemonics:

• development of coherent speech in children;
• development of skills in children with the help of graphics;
• analogies to understand and tell according to the mnemonic table;
• teaching children the correct pronunciation;
• the development in children of mental activity, ingenuity, observation, the ability to compare, highlight significant features;
• development of mental processes in children: thinking, attention, imagination, memory.

Rice. four

Sample story. Spring has come. The sun is getting hotter and warmer. Snow is melting outside and streams are running. Girls and boys launch boats on the water. The first buds open on the trees and the first flowers appear. Birds come from hot countries.

Communicative universal learning activities

Particular importance is attached to the formation of communicative actions that are necessary for the child to communicate in society (school), with relatives (home) and peers. The formation of communicative UUD determines the development of the child's ability to regulate behavior and activities, to cognize the world. Communicative actions provide opportunities for cooperation: the ability to hear, listen and understand a partner, plan and coordinate joint activities, distribute roles, mutually control each other's actions, be able to negotiate, lead a discussion, correctly express one's thoughts, support each other and effectively cooperate both with teacher as well as with peers.

The communication skills that are formed in primary school age include:

• planning educational cooperation with the teacher and peers - determining the goals, functions of participants, ways of interaction;
• posing questions - proactive cooperation in the search and collection of information;
• conflict resolution - identification, identification of the problem, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation;
• management of the partner's behavior - control, correction, evaluation of his actions;
• the ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication;
• possession of monologue and dialogic forms of speech in accordance with grammatical and syntactic norms native language.

The organization of joint work students in a group.

Primary schoolchildren with speech underdevelopment, as a rule, have problems of a communicative nature:

• Defects in sound pronunciation that prevent others from perceiving their speech;
• Limited vocabulary, leading to inexpressive, qualitatively inferior speech of the child. A child mixing words by lexical or acoustic similarity, causing the interlocutors to misunderstand the meaning of the speaker's statement;
• Inability to grammatically correctly express sentences, unformed inflection and word formation, omission or mixing of prepositions. Lack of complex syntactic constructions;
• Violation of the coherence and logic of the statement, the sequence of presentation, fuzzy formulation of thought, distortion of the actual content of the statement;
• Slowing down the pace of perception and comprehension of what was heard, which entails an insufficient understanding of speech settings, a distorted perception of the actual content of information;
• Psychological features: unstable attention, poor ability to memorize verbal material, low observation of what the interlocutor says, insufficient development of skills and formation of arbitrariness in communication and activity;
• Violations emotional sphere, which makes it difficult to hear the interlocutor, to answer him with empathy (he speaks only about his own, hears only himself).

Examples of the formation of cognitive UUD in speech therapy classes can be the following typical tasks.

Task number 1

The students are 7 years old.

Form of work - work in pairs.

Subject: Teaching literacy.

Didactic game "Collect the word"

Description of the task: on the desk - the letters of the split alphabet and pictures. Students together select arguments. Mutual control in the course of activities, mutual assistance, selection of the appropriate word for each picture.

Evaluation criteria: the ability of children to negotiate, come to a common decision, the ability to convince, argue. Mutual control in the course of activities, mutual assistance. Emotional attitude to joint activities: positive, neutral, negative.

At the end of the work, a cross-check is carried out.

We form communicative UUD: the ability to admit the possibility of a different point of view, to accept and take into account the position of the interlocutor.

1. Federal state standards general education second generation. Explanatory note. - M.: Education, 2008.
2. The program of advanced training courses "System of work educational institutions on the development of universal educational activities in the context of the implementation of the Federal State Educational Standard for Basic General Education "Module No. 2, 5, 6, 7,8.
3. L. N. Efimenkova Correction of oral and written speech of students primary school: a guide for a speech therapist / VLADOS, 2006. - 335 p.
4. Ishimova O.A. Speech therapy work at school: a manual for speech therapists, teachers add. Education, educators / O. A. Ishimova, O.A. Bondarchuk. - M.,: Enlightenment. 2012. - 176 p.
5. T. A. Tkachenko Teaching children creative storytelling from pictures. A guide for a speech therapist. M.: Vlados, 2006. - 48 p.
6. O. N. Yavorskaya Didactic games for speech therapist classes with schoolchildren 7-11 years old. - St. Petersburg: KARO, 2010. - 96 p.