Games for the examination of phonemic hearing. Survey of phonemic perception

Speech therapy tests to check phonemes. students' hearing lower grades

Introduction.

Oral analysis word suggestions.

Syllabic analysis and synthesis.

Sound analysis.

3.3.Isolation and differentiation of consonants.

3.5. Transformation of words by replacing, building up and subtracting

sounds and letters.

3.6. Sound and letter Y.

Introduction.

AT recent decades The number of children with not sharply expressed deviations in development is constantly growing. These deviations are also observed in speech development children. Speech disorders become a brake on the development of the child. In cases of non-provision speech therapy assistance children, general underdevelopment of speech contributes to the formation of specific disorders in writing.

The inability of a younger child school age to master writing and reading for a long time is known as dysgraphia (writing disorder) and dyslexia (reading disorder).

This category of students is characterized not by the ability to merge letters and syllables, but by syllables into words, that is, they do not represent the sound composition of the word, which leaves the basis of reading and writing. In order to achieve an increase in the qualitative performance of students, it is necessary, first of all, to develop phonemic hearing.

Practical work with this category of children shows that work on the development phonemic hearing should be simultaneously carried out over the pronunciation side of speech. In addition, for children with OHP, systematic special classes are needed to develop memory and attention.

We believe that a complete corrective work impossible without the help of the student's parents. The speech therapist selects for homework most effective exercises that contribute to the development of phonemic hearing in children. It is important that parents, in the course of the child's performance of the speech therapist's tasks, stimulate his will and activity, encourage him to explain his actions, guide and prompt if he has any difficulties. In addition, it is necessary to simply monitor the child's performance of the speech therapist's tasks. For this purpose, speech therapy tests are the best suited. Efficiency in work is achieved by the active help of family members of a child with speech disorders. modern school competent parents are needed. The speech therapist needs to set up and draw their attention to the problem of the child, teach parents, together with the speech therapist teacher, to present the same requirements to children for successful correction speech disorder. Pedagogical support of the family is an integral part of the corrective speech therapy process. The success of speech therapy work is largely determined by how clearly the work of a speech therapist and parents is organized. They should become colleagues, assistants to each other, solving common problems. It is important to correctly understand the cause of the difficulties and work purposefully to overcome them. Pedagogical support of the family of a child of elementary grades with speech underdevelopment is an important factor improving student achievement. On the present stage state of education pedagogical support of the family is relevant.

Main c spruce this collection speech therapy tests prevent student failure general underdevelopment speech.

Purposeful work to overcome educational difficulties in children with impaired phonemic hearing, by improving the pedagogical literacy of parents, makes it possible to solve the following tasks: develop phonemic hearing and prevent specific errors in writing; to develop the ability to control attention, the pace of activity, to form self-control skills; to increase motivation for learning, to teach how to overcome learning difficulties.

To solve the tasks, it is necessary to rely on the main support principles:"always on the side of the child"; continuity and integrated approach; on general didactic principles; on the basic principles of speech therapy: consistency, complexity of development; consideration of speech disorders in relation to other parties mental development; active approach; search for workarounds and reliance on safe.

This collection of speech therapy tests is a systematization of the experience of purposeful work to eliminate the shortcomings in the development of phonemic hearing. Tests are compiled in accordance with the latest normative documents on speech therapy service. (Regulations on speech therapy centers, draft new Regulations of the Ministry of Education of the Russian Federation, letters from the Ministry of Education Russian Federation December 14, 2000, No. 2. "On the organization of work speech therapy center educational institution".

This material can be used by teachers - speech therapists, primary school teachers, parents.

Development of phonemic hearing.

1. Oral analysis of sentences by words.

1.1. How many words in a sentence. (Write in numbers.)

Flowers are growing. (2) The boy is fishing. (3) The student is reading a book. (3) The butterfly flies. (2) Masha catches a butterfly. (3) Masha catches a butterfly with a net (4) Masha catches a butterfly in a clearing. (5)

1.2. Indicate where in the sentence the word “waters” stands.

The girl is watering the flowers. (2). My grandmother is watering flowers. (3).

Grandmother waters the garden early in the morning, (4). Heavy rain

waters the earth. (3).

1.3. Enter the first word in the sentence. (write it down).

1.4. Enter the first word in the sentence. (say the word orally)

Mom is silent. Misha writes. Katya draws. Flowers are growing.

1.5. Indicate the third (fourth, fifth) word in the sentence. (name

verbal word).

The teacher tells funny story. Little Misha

read a lot of stories. Beautiful flowers bloom in the meadow. On the

black birds perched on the tree.

1.6. Add a sentence in one word and write it down.

The mouse runs away from .... (cat). The boat floats on ... .. (river).

The plane flies over ... (city). Masha goes to .... (school).

1.7. Come up with a sentence of two, three, four words.

1.8. Come up with a sentence of four, five, six words, so that

there was a small word (preposition) in the sentence.

1.9. Come up with a proposal for this scheme.

__ __. __ __ __. __ __ __ __. __ __ __ __ __.

1.10. Think of a sentence in which the third word is the word

"beautiful".

2. Syllabic analysis and synthesis.

2.1. How many syllables are there in words.

Ma-ma, la-pa, ru-ka, catfish, fish, poppy, nose, but-sy, Da-sha.

2.2. How many syllables in words

Oh-la, table, i-gra, bow, o-sy, forest, Yu-ra, son, u-ho, I-ra, poppy.

2.3. How many syllables in words.

In-ro-na, in-mi-do-ry, do-ro-ha, co-ro-wa, I-ri-na, rush-ka.

2.4. How many syllables in words.

Ab-ri-ko-sy, boat-ka, goo-sak, za-mok, cabbage-ta, push-ka, sush-ka.

2.5. Listen to the word and name it first (second, third, fourth)

Mom, winter, sky, houses, people, hands;

skin, toad, hand, flowers, earth, soap, thoughts;

magpie, shovel, zimushka, nuts, paper, pencil, mouse;

notebook, tomatoes, meadow, dining room, vitamins, shirt.

2.6. Add one syllable and get a word.

Ra (ma), but (ra), gu (si), zhu (ki), ru (ka), books (ga), one hundred (ly)

2.7. Add two syllables and get a word.

Bu (maga), ko (rova), mo (loco), in (rona), so (roca), lo (shadka);

2.8. Add three syllables and get a word.

Ko (rovushka), in (ronushka), one hundred (ronushka), one hundred (lova), lo (patochka).

2.9. Hear the word "you" in the word and raise your hand.

2.10. Hear the syllable "you" in the word and indicate the number in which place it is ..

Flowers, rocket, shovels, rockets, stamen, whales, pumpkin, rear.

3.Sound analysis.

3.1.Isolation of vowels in words.

Where does the vowel sound (A) stand in the words.

Garden, hail, hand, fat, cancer, Masha, soot, mother.

Where does the vowel sound (O) stand in words.

Moss, house, Olya, village, sea, mole, radio, sun.

Where does the vowel sound (U) stand in words.

Fly, ear, noise, trumpet, bag, hoop, lessons.

Where does the vowel sound (ы) stand in words.

Smoke, bull, oaks, hole, bayonet, roof, jump.

Where is the vowel sound (I) in the words.

Mila, Ira, sleigh, drops, battle, cry, trousers.

3.2.Isolation of consonants in words.

Where does the consonant sound (C) stand in the words.

Salt, nose. braid. leaf, dog, pump, seedling board.

Where does the consonant sound (Ш) stand in the words.

Shawl, porridge, fly, kids, checkers, hut, pencils.

Where does the consonant (Z) stand in the words.

Zina, goat, Zoya, basket, narrow, nails, frost, smartass.

Where does the consonant (Ж) stand in the words.

Beetle, skis, important, yeast, friendly, buzzing.

Where does the consonant sound (CH) stand in the words.

Tea, kidney, student, strongman, melon, grasshopper, leaflet, daughter.

Where is the consonant sound (C) in the words.

Circus, sheep, water, cucumber, cunning, beauty, contemplate.

Where does the consonant sound (Sch) stand in the words.

Cabbage soup, grove, bream, tick, drag, disunite, protect.

3.3.Isolation and differentiation of consonants and letters.

Listen to the word and determine where the sounds are

S or S. (Write in numbers.)

Jug (Sh-4), plum (S-1), galoshes (Sh-5), hair (S-5), car

(Sh-3), shepherd (S-3, S-6), fluffy (Sh-3, S-5).

Insert the missing letters C, W.

Arik, before. ka, we. ka, ko. ka, ka. ka, . ala., .u. face, . me. Noah

Listen to the word and determine where the sounds Z are located.

or J. (Write in numbers).

Teeth (Z-1), Liza (Z-3), camelina (Zh-3), fever (Zh-1), scissors (Zh-3).

Serezha (Zh-5), shop (Z-5), rust (Z-1, Zh-4), irritation (Z-3,

Insert missing letters З-Ж.

Fla. ok, co. points, cor. ina, sea. and, . avtra, pr. ok wah. s,

Barely. about, . a. it.

or Sh. (Write in numbers.)

Mask (S-3), snake (S-1), fox (S-3), rose (S-3), garden (S-1), oil (S-3),

lake (Z-2), freeze (Z-1, Z-6), buzz (Zh-1, Zh-3, Zh-4).

Insert the missing letters C, Z.

Cloth, lo. a, . hell, co. a, . avtra, . ano. a, . uk, co. a, ro. a,

ra. . ka. bye bye bye.

Listen to the word and determine where the sounds are located

or J. (Write in numbers.)

Porridge (Sh-3), fire (F-3), friend (F-4), cat (Sh-3), toad (F-1),

dinner (F-2), ground beetle (F-1, F-2), rustle (W-1, W-4).

Insert the missing letters W, W.

Crewe. it, cool. it, . a. give, paw.a, . ala. , . macaw. enie,

Umi. b, .duck, break. live.

Listen to the word and determine where the sounds C are located.

or Ch. (Write in numbers.)

Chicken (R-3), daughter (Ch-3), face (C-3), water (Ch-5),

end (C-5), student (Ch-2, C-6), teacher (Ch-2, C-9),

chicken (C-1, Ch-8).

Insert missing letters C, H.

Cloths. e, . hey, wow. a, co. ka, polo. ka, smoke. a,

sieve. , strength. , . erta.

Listen to the word and determine where the sounds C are located.

or C. (Write in numbers.)

Ring (C-4), pine tree (C-1, C-3), compass (C-6), wheel (C-6), titmouse

(C-1, C-5), knitting needle (C-1, C-4), starling (C-1, C-7).

Insert the missing letters C, C.

Letopi. his. tini. , . . ena, di. . Iplin, whether. and. a,

three. that, fingers, dust. a.

Listen to the word and determine where the sounds K are located.

or G. (Write in numbers.)

Stick (K-4), boots (G-5), circles (G-4), spoon (K-4),

dove (G-1, K-6), dove (G-1, K-7), wagon (G-3).

Insert the missing letters K, G.

Cup.a, but. a, . ah. a, white a, . neither. a, . fish, doro.a,

Lub.i, . oroch. a, . roch. a.

Listen to the word and determine where the sounds P are located.

or B. (Write in numbers.)

Drummer (B-1.5), balabolki (B-1.5), jump (P-1.3),

work (P-1, B-5), fraternize (P-1, B-3), kidney (p-1), barrel (1).

Insert the missing letters P, B.

Golu. and, . etukh, co. aka, . ara.an, . a. points, .departure,

from the ear, ka. mouth, . mail.

Listen to the word and determine where the sounds T are.

or D. (Write in numbers.)

Grandfather(D-1,3), picture(T-4), weather(D-5), dratva(D-1,T-4),

rainbow (D-3), toastmaster (T-1, D-5).

Isolation and differentiation of consonants sounds R, L.

Needle (L-3), dress (L-2), balalaika (L-3.5), clarinet (L-2, R-4),

hillock (R-2.6), orchestra (R-2.7).

Insert the missing letters R, L

A. heb. a, p. avi. oh, be.o. mustache, . or. ant, o. de. ,

K.es. oh ha.acte.

Isolation and differentiation of consonants sounds Ch, Sch.

Kidney (Ch-3.5), cleared (Ch-3, Sch-5), monster (Ch-1, Sch-7),

mail (Ch-3), glazier (Sch-7).

Insert missing letters H,Sh.

For.in. box, for.i. ah, . epo. ka, . e. ka, ve. and. ka,

then.il.ik, vol.and. e.

3.4. Finding sounds with a confluence of consonants.

Find the first (second) syllable in the word and name the sounds in it.

List the sounds in each word in order.

How many sounds in words.

Roses, paw, moon, porridge, Dasha, beads, flour, frame, chickens, horses.

Anna, caviar, morning, harp, donkeys, sheep, game, window, ducks, glasses, eagles.

Listen and name the first and second sounds in these words.

Two, two, three, one hundred, bottom, table, hearing, light, laughter, scream, yard, kvass, pancake,

knock, elephant, ringing, thunder, brother, mushrooms, thunderstorms, rocks, labors, circles, pears.

Listen and name the third and fourth sounds in these words.

Bush, empty, fodder, bridge, growth, grade, horn, hill, squeak, thick, wolf, wax,

March, umbrella, peat, cake, tank, canvas, board, thick.

3.5Transformation of words by substitution, augmentation and subtraction

sounds and letters.

Match the word by inserting one letter of the given word at the beginning.

Sheep ---- , rose --- , laziness --- , games --- , dot --- , rum --- .

count--- , volume--- , wolf--- , kidney--- , stick--- , honor.

Choose a word by inserting one letter in the given word in its middle.

Com--- , dream--- , bitches--- , cat--- , block--- , cheeks--- .

Match the word by inserting one letter of the given word at the end of it.

Hall--- , steam--- , sconce--- , ox--- , dispute--- , table--- .

Started.

Blood--- , beads--- , gap--- , prick--- , gloom--- , marriage--- .

Choose a word by removing one letter from the given word from its

Saddle--- , task--- , crumb--- , crater--- , collapse--- , wind--- .

Choose a word by removing one letter from the given word from its

Bank--- , grade--- , bison--- , fisherman--- , regiment--- , workbench--- .

Choose the word by replacing one letter in given word in his

Count --- , volume --- , wolf --- , kidney --- , stick --- , honor.

Choose a word by replacing one letter in the given word in its middle.

Varnish---, dew---, tower---, bowl---, file, duck--- .

Choose a word by replacing one letter in the given word at its end.

Ball--- , cat--- , ditch--- , cat--- , pond--- , raft--- .

Insert vowels to make new words.

L. in, l. in, . l. in, l. in. , l. in. ,With. r, s. r, s. R. , With. R. .

3.6. Sound and letter Y.

Indicate how many syllables are in each word. (Write in numbers.)

My(2), mine(1), fights(2), fight(1), barns(3), barn(2), snakes(2), snakes(1).

Insert the missing letters I, Y.

Klee. , snake. , both , ma. , own , own , bo. tsy, p. t, book. ha.

Highlighting in words vowels I, E, Yu, E and their designation of softness of consonants.

4.1 Isolation in words of vowels I, E, Yu.

Indicate where the letters Y. E, Y.

Zoya (I-3), Lena (E-2), pit (I-1), Lyuba (Yu-2), box (I-1

cranberry (Yu-3), box (I-1), Valyusha (Yu-4), Vera (E-2), walnut (E-2).

Insert the missing letters I, E, Y, E.

B. lka, Al. na, goat. nok, Cat. , Cat. sha, pr. tki, p. t,

Art. pa, pl. sch, bl. before, floor but, r. pa, cr. to, in. nick, n. n.

4.2 Designation of softness of consonants by vowels Ya.E.Yu,E.

Find in these words consonants at the beginning, at the end and in the middle of words that are read softly.

Luda, people, Nadia, Lena, boat, spots, gingerbread, buckets, glasses,

beets, saliva, raisins, Kolya, trousers, branch, knee.

Denoting the softness of consonants with a soft sign.

How many sounds and letters are in these words . . (Write in numbers.)

Dal (B.-3, Sound-3), distance (B-4, Sound-3), was, true story, con, horse, became, steel,

Pole, six, ate, spruce, sting, sorry, corner, coal, blow, hit, chalk, stranded.

Change the word so that soft sign was in the middle of a word.

Horse - skates, sump -, pain -, spruce -, day -, coal -, stump -,

Fire -- , dust -- , steel -- .

Used Books.

Gorodilova V.I., Kudryavtseva M.Z. Reading and writing. "Delta",

St. Petersburg, 1995.

Kozyreva L.M. Riddles of sounds, letters and syllables. Development Academy. year 2001.

Kozyreva L.M. And whistling, and hissing, and the most sonorous.

Development Academy. 2003

Diagnosis of the formation of phonemic hearing in children with erased dysarthria (According to Arkhipova E.F)

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

The system is of a test nature, the procedure for its implementation and the scoring system are standardized, which allows you to visualize the picture of the defect and determine the severity phonemic hearing impairment. In the future, the system is convenient for tracking the dynamics of the development of a child's phonemic hearing and the effectiveness of corrective action.

For the purpose of more accurate qualification of phonemic hearing impairment, it is useful to determine which operations are not formed in the child to a greater extent. The scoring of the results in the aggregate gives a complete picture of the violation pattern and, most importantly, allows you to develop a strategy for directed corrective work.

The system is adapted for examination of phonemic hearing in children with erased dysarthria. It consists of a series of tests to examine the prerequisites for the formation of phonemic hearing and phonemic hearing itself in children with erased dysarthria. Before the perception test speech sounds by ear, it is necessary to familiarize yourself with the results of the study of the physical hearing of the child.

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

In the study of phonemic hearing, tasks are used that exclude pronunciation, so that the difficulties of sound pronunciation do not affect the quality of its performance. 1. Recognition of non-speech sounds

Purpose: To reveal in children the ability to recognize non-speech sounds. 1. Instruction: "Listen carefully and say or show what sounds." Children are invited to determine by ear which of the instruments sounds: a tambourine, a rattle, a bell. 2. Instruction: "Listen carefully and determine what sounded."

Car horn - ringing a bell - pouring water - hitting a tambourine 3. Instruction: "Say or show." - What's making noise? - What's buzzing? - Who's laughing? - What does it sound like? - What rustles?

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

4. Instruction: “I will hide the toy, and you will look for it. If you are close, the drum will play loudly, if you are far away, it will be quiet. 5. Instruction: “I will close the hares, and you guess which hare played the drum. The big hare has a loud drum, but the little one is quiet. 6. Instruction: “Look at the toys and remember how they sound. Now I will close them, and you guess which toy made the sound.

1. Instruction: "Turn away and guess which of the children called you." The child is called by name - 4 times (each time a different person). They say a short [ay] - 4 times (each time a different person). 2. Instruction: “Listen carefully and guess who is screaming like that, raise the desired picture”:

Cat - kitten; meow (low) meow (high) - pig - piglet; oink (low) oink (high) - goat - kid; me (low) me (high) - cow - calf mu (low) mu (high)

The speech therapist gives children pictures with images of animals - adults and cubs. Children, focusing on the nature of onomatopoeia and at the same time on the height of the voice, must raise the corresponding pictures. Each onomatopoeia sounds either low or high voice.

3. Instruction: "Listen to how kittens meow, white is close, and black is far." (Speech therapist imitates voices behind a screen.) “Tell me, show me which kitten is close and which is far?” Meow (loudly) - white; Meow (quietly) - black. 4. Instruction: “Listen to how the dog and puppy bark. (The speech therapist behind the screen imitates the voices of animals.) Show me, tell me who barked. Av (low) - dog; Av (high) - a puppy. 5. Instruction: "Listen and guess which bear from the fairy tale "Three Bears" is talking about." The speech therapist pronounces phrases either in a very low, or in a medium pitch, or in a high voice. - Who slept on my bed? (low) - Who ate from my bowl? (medium) - Who was sitting in my chair? (high)

Evaluation criteria: 4 points - the exact execution of the task 3 points - allows for minor errors 2 points - completed 0.5 tasks correctly 1 point - more than 0.5 tasks were completed incorrectly 0 points - refusal or failure to complete the task. These tests make it possible to determine the extent to which the child distinguishes the same sound complexes, different in voice strength, pitch, character, timbre and emotional coloring.

3. Distinguishing words that are similar in sound composition Purpose: To study the skills of distinguishing words that are similar in sound composition. 1. Instruction: “If I name the picture incorrectly, clap your hands, if it’s correct, don’t clap”:

hat, hat, shyapa, hat, hat; baman, panan, banana, vavan, bavan;

tanks, funky, shanks, tanks, shanks; vitanin, mitavin, phytamine, vitamin; paper, mumaga, pumaga, paper, bumaka, bubaka; album, aybom, yanbom, alm, alnom; chick, chick, chick, tint, chick, chick; kvekta, kvetka, cage, cage, cage

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

2. Instruction: "Show me where, for example, a bow is a hatch." (The study is carried out using pictures for quasi-homonymous words.) [p - b, p "- b"]: kidney - barrel, arable land - tower, port - board, saw - beat; [t - d, t "- d"]: a wheelbarrow - a dacha, melancholy - a board, a pillow - a tub, mud - Dina; [k - g, k "- g"]: class - eye, bark - mountain, tracing paper - pebbles, whale - guide, mole - grotto; [f - c]: Fanya - Vanya, owl - sofa; [l - v, l "- v"]: gloss - wax, boat - vodka, lenok - wreath; [l - i, l "- th]: jackdaw - nut, table - stop, pebble - nut; "[r - l]: horns - spoons; : rose - vine, temple - trash, turnip - modeling, marina - raspberry; [s - s]: soup - tooth, polar cod - bunny, dew - roses, braid - goat; [s - c]: light - color, fox - faces; [w - w]: ball - heat, Lusha - puddle; [h - w]: bangs - lye, crying - raincoat, daughter - rain; [h - w]: chock - Shurka, tussock - cat; [h - t "]: bangs - heifer, stove - Petka, river - radish; [s - w]: helmet - porridge, cape - mouse, mustache - already; [s - f]: bough - beetle, cheese - fat , mustache - ears; [s - u]: forest - bream, plus - ivy; [s - h]: cod - seagull, nose - night; [s - f]: rose - mug, pocket - puddle; [m - m"]: Bear - mouse; [l - l "]: ate - spruce, Yulia - yule.

This technique reveals pronounced deficiencies in phonemic hearing. Note: words that are complex in semantics are used for examination only after clarifying their meaning and their presence in passive speech.

Are used different ways semantization:

1. A visual-effective way - they explain words by showing an image of an object or action.

2. Verbal-contextual method - they explain with the help of synonyms, phrases, in sentences. 3. Mixed way - explain by showing images and including this word in a context accessible to the age of the children. 3. Instruction: “The same words or different? Explain their meaning. Shadow - day, fishing rod - duck, mouse - bear, braid - goat, daughter - dot, puppy - son, cancer - varnish. 4. Instruction: “Look at the pictures. I will name them, and you lay out these pictures in the order in which I will name them. Lexical material: poppy, cancer, tank, varnish, juice, bough, house, lump, scrap, catfish, goat, scythe, puddles, skis. 5. Instruction: “Look at the pictures on your desk and on the board. You have to substitute your picture for the one whose name sounds similar.

Subject pictures: lump, house, bough, bow, branch, cage, ice rink, scarf, slide, crust. These tests reveal the insufficiency of acoustic analysis, the weakness of auditory memory, as well as the difficulties of semantic differentiation of words. Evaluation criteria: 4 points - the exact execution of the task 3 points - allows for minor errors 2 points - completed 0.5 tasks correctly 1 point - more than 0.5 tasks were completed incorrectly 0 points - refusal or failure to complete the task.

4. Differentiation of syllables Purpose: To determine the ability to differentiate sounds according to oppositions: sonority - deafness, hardness - softness, whistling - hissing, etc.

1. Instruction: "Show the circle when you hear a new syllable." na-na-na-pa ka-ka-ha-ka 2. Instruction: "Listen to the syllables and say which one is extra." Lexical material: na-na-na-pa; pa-ba-pa-pa; ka-ka-ha-ka. 3. Instruction: "Listen carefully and repeat the syllables after me as accurately as possible." (The speech therapist pronounces syllables, covering his mouth with a screen.) yes-ta-da ba-pa-ba ha-ka-ga ta-da-ta pa-ba-pa ka-ha-ka sa-sha-sa for-sa-za ca-sa-ca sha-sa-sha sa-sa-sa sa-ca-sa zha-sha-zha cha-cha-cha cha-cha-cha sha-ja-sha cha-cha-cha cha-cha-cha ra-la-ra la-ra-la

Note: 1. Suggest syllables that use sounds that are correctly pronounced and automated in the child's speech. 2. If the task is not available to the child to reproduce a series of three syllables or it causes pronounced difficulties, which may be associated with a decrease in auditory memory per row, then tasks consisting of two syllables can be offered. Particular attention should be paid to perseveration, when the child cannot switch from one sound to another.

4. Instruction: "When I name the same syllables, you will clap, if they are different, then you will stomp." Lexical material: pa-da, pa-pa, ka-ha, ha-ha, fa-va.

Evaluation criteria: 4 points - accurate completion of the task 3 points - allows for minor errors 2 points - completed 0.5 tasks correctly 1 point - more than 0.5 tasks were completed incorrectly 0 points - refusal or failure to complete the task

5. Differentiation of phonemes Objectives: 1. To study the skills of differentiating phonemes.

2. Checking readiness for the formation of sound analysis. I. Instruction: "I will make a sound, and you raise the desired picture." Children, relying on the presented sample (the train is buzzing - woo, the girl is crying - ah-ah-ah, the bird is singing - ee-ee-ee, the cow is mooing - m-m-m, the hammer is knocking - t-t- t, the wind howls - v-v-v, etc.) must raise the appropriate pictures that the speech therapist distributes in advance. Y - train T - hammer A - child B - wind I - bird Z - mosquito M - cow E - beetle

2. Instruction: “Clap when you hear the sound “A”. The speech therapist pronounces a group of vowels - [a, o, u, i, s, a, e]. 3. Instruction: "Raise the red circle when you hear the sound A." (The green circle is the sound [and], the yellow circle is the sound [y].) The speech therapist repeats a group of vowels - [a, y, and, s, a, e, and; a, y, and, y, a, and, and, a, y, and]. 4. Instruction: "Clap when you hear the sound" m ". The speech therapist pronounces a group of consonant sounds - [n, p, m, t, k, m, n, k]. 5. Instruction: "Listen carefully and repeat after me": - ao, wa, ai, io

Aiu, iao, uao, oiy - aoui, ioua, iyou, aoyu This task allows you to evaluate as a serial organization speech movements and features of phonemic hearing. 6. Instruction: "Raise your hand if you hear a sound." Distinguishing the studied sound from other speech sounds. [w]: [s, w, c, h, w, u]; [w]: [w, s", u, h, c, u]; [c]: [t, s", c, t", w, c]; [h]: [h, w, t" , h, s", h]; [s]: [s, s", f, c, s, h].

Evaluation criteria: 4 points - accurate completion of the task 3 points - allows for minor errors 2 points - completed 0.5 tasks correctly 1 point - more than 0.5 tasks were completed incorrectly 0 points - refusal or failure to complete the task

6. Skills of elementary sound analysis Purpose: To study the skills and abilities to perform elementary sound analysis. 1. Instruction: “Put as many circles as I made sounds”: ay you

2. Instruction: “Put a circle on the table when you hear the sound “m” (calf lowing); put a triangle when you hear the sound "r" (motor) ": mouse, mosquito, board, window, frame, house, fish, firewood, table, ball. 3. Instruction: “Raise the circle when you hear the sound “a” in the word, raise the square when you hear the sound “o”, raise the triangle when you hear the sound “y”: Anya, stork, wasps, duck, Olya, Inna, street . 4. Instruction: “How many sounds I call, so many circles will you lay out”: a, aui, iua, ay. 5. Instruction: “Spread the pictures into two piles. In one word, which end with the sound "t", and in the other - with the sound "k". Subject pictures: broom, tank, mouth, umbrella, whip, spider. 6. Instruction: "I will show and name the picture not entirely, and you will pronounce this word entirely." Subject pictures: broom, tank, mouth, cat, spider, juice, plane, hippopotamus. tan-ro-

7. Instruction: “Name the first sound in the word”: stork Ivan duck watermelon Ilya snail album needle street

8. Instruction: “Come up with 2 words for the sounds: “a, y, and.”

9. Instruction: “Name the first sound in the word”: raspberry waves cabbage milk waffles cat

10. Instruction: “Name the first and last sounds in the word”: needle hut street wasps donkeys antelope

Evaluation criteria: 4 points - accurate completion of the task 3 points - allows for minor errors 2 points - completed 0.5 tasks correctly 1 point - more than 0.5 tasks were completed incorrectly 0 points - refusal or failure to complete the task

Note: 1. Tasks for the study of elementary sound analysis skills allow you to examine a higher level, i.e. phonemic perception, which includes mental operations to analyze the sound composition of words. 2. If necessary, explain the meanings of the words that are used in lexical material, i.e. carry out semantization.

1. Phonemic hearing is the ability to distinguish and distinguish phonemes of the native language, which is formed from the age of 6 months to 1 year 7 months. fine. 2. The decisive factor in the development of a child's phonemic hearing in the norm is the development of his speech in the process of communicating with surrounding relatives. 3. Phonetic hearing is formed on the basis of phonemic hearing and controls the syllabic sequences in speech. 4. Phonemic hearing and phonetic hearing, interacting, constitute speech hearing, which is responsible for the sound-syllabic structure of a child's speech. 5. Phonemic perception, as mental operations on sound analysis, is formed in the process special education. 6. In some cases, the violation of phonemic hearing in children with erased dysarthria is secondary. 7. Dysmotility of the organs of articulation negatively affects the formation of phonemic hearing. 8. Violations of kinesthetic control and auditory differentiation are the cause of persistent violations of the phonetic and prosodic side of speech. 9. Disorders of phonemic hearing are manifested in the difficulties of distinguishing non-speech sounds, quasi-homonyms; distinguishing the height, strength, timbre of the voice; differentiation of syllables and phonemes. 10. Words that are complex in semantics are used for examination only after clarifying their meaning and their presence in the passive dictionary. If necessary, different methods of semantization are carried out.

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

The system is of a test nature, the procedure for its implementation and the scoring system are standardized, which makes it possible to visualize the picture of the defect and determine the degree of severity of phonemic hearing impairment. In the future, the system is convenient for tracking the dynamics of the development of a child's phonemic hearing and the effectiveness of corrective action.

In order to more accurately qualify the phonemic hearing disorder, it is useful to determine which operations are not formed in the child to a greater extent. The scoring of the results in the aggregate gives a complete picture of the violation and, most importantly, allows you to develop a strategy for directed corrective work.

The system is adapted for examination of phonemic hearing in children with erased dysarthria. It consists of a series of tests to examine the prerequisites for the formation of phonemic hearing and phonemic hearing itself in children with erased dysarthria. Before examining the perception of speech sounds by ear, it is necessary to familiarize yourself with the results of the study of the child's physical hearing.

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GBS (K) OSh boarding school of the VIII type, p.g.t. Urussu, teacher-speech therapist Galyautdinova Zulfiya

Topic:

I. Diagnosis of the formation of phonemic hearing in children.

1. Recognition of non-speech sounds.

2. Distinguishing the height, strength, timbre of the voice.

3. Distinguishing words that are similar in sound composition.

4. Differentiation of syllables.

5. Differentiation of phonemes.

6. Skills of elementary sound analysis.

Conclusion

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

The system is of a test nature, the procedure for its implementation and the scoring system are standardized, which makes it possible to visualize the picture of the defect and determine the degree of severity of phonemic hearing impairment. In the future, the system is convenient for tracking the dynamics of the development of a child's phonemic hearing and the effectiveness of corrective action.

In order to more accurately qualify the phonemic hearing disorder, it is useful to determine which operations are not formed in the child to a greater extent. The scoring of the results in the aggregate gives a complete picture of the violation and, most importantly, allows you to develop a strategy for directed corrective work.

The system is adapted for examination of phonemic hearing in children with erased dysarthria. It consists of a series of tests to examine the prerequisites for the formation of phonemic hearing and phonemic hearing itself in children with erased dysarthria. Before examining the perception of speech sounds by ear, it is necessary to familiarize yourself with the results of the study of the child's physical hearing.

The system includes the following samples.

1) recognition of non-speech sounds;

2) distinguishing the height, strength, timbre of the voice;

H) distinguishing words that are similar in sound composition;

4) differentiation of syllables;

5) differentiation of phonemes,

6) skills of elementary sound analysis.

In the study of phonemic hearing, tasks are used that exclude pronunciation, so that the difficulties of sound pronunciation do not affect the quality of its performance.

Diagnosis of the formation of phonemic hearing in children.

Conclusion.

1. Phonemic hearing is the ability to distinguish and distinguish phonemes of the native language, which is formed from the age of 6 months to 1 year 7 months. fine.

2. The decisive factor in the development of a child's phonemic hearing in the norm is the development of his speech in the process of communicating with surrounding relatives.

3. Phonetic hearing is formed on the basis of phonemic hearing and controls the syllabic sequences in speech.

4. Phonemic hearing and phonetic hearing, interacting, constitute speech hearing, which is responsible for the sound-syllabic structure of a child's speech.

5. Phonemic perception, as mental operations on sound analysis, is formed in the process of special training.

6. In some cases, the violation of phonemic hearing in children with erased dysarthria is secondary.

7. Dysmotility of the organs of articulation negatively affects the formation of phonemic hearing.

8. Violations of kinesthetic control and auditory differentiation are the cause of persistent violations of the phonetic and prosodic side of speech.

9. Disorders of phonemic hearing are manifested in the difficulties of distinguishing non-speech sounds, quasi-homonyms; distinguishing the height, strength, timbre of the voice; differentiation of syllables and phonemes.

10. Words that are complex in semantics are used for examination only after clarifying their meaning and their presence in the passive dictionary. If necessary, different methods of semantization are carried out.

Literature:

1. Arkhipova, E.F. Erased dysarthria in children M.: AST: Astrel, 2007.

Victoria Kubrakova
Survey phonemic perception speeches

Survey of phonemic speech perception

Phonemic perception is one of the phonemic processes , constituting the concept « phonemic awareness» . Phonemic hearing - a person's ability to analyze and synthesize speech sounds, that is, hearing that provides phoneme perception given language . phonemic hearing through which semantic perception words as a complex phonemes and control over it.

Traditionally in speech therapy, the term « phonemic awareness» designate phonemic processes: phonemic perception, phonemic representations, phonemic analysis and phonemic synthesis.

Phonemic perception performs operations of discrimination and recognition phonemes that make up the sound shell of the word. Phonemic hearing is the most important stimulus for the formation of correct pronunciation.

In this work, I will give an example phonemic survey according to the methodology developed by Konovalenko V.V., Konovalenko V.S.

1 task. Perception survey and differentiation of isolated sounds.

Instruction: Let's play flags, listen to me carefully. If you hear a sound from (w, h, k) raise the flag. The child is invited to listen to a series of sounds and raise the flag on a certain sound.

material for surveys serve as rows pronounced by a speech therapist isolated sounds:

N, p, s, d, z, w, h, v, s, f, c, t, f

L, k, w, p, m, s, w, w, l, h, p, m

B, d, h, m, l, n, k, r, p, r, d, l, t

W, x, s, t, w, w, h, w, h, p, m, w

2 task. Perception survey and differentiation of sounds in syllables.

The child is invited to listen and repeat after the speech therapist a series of two to three syllables.

Survey is carried out on the material of a series of two - three syllables such as a consonant vowel and includes the differentiation of syllables containing: acoustically similar, but articulatory distant sounds; acoustically and articulatory close sounds; articulatory close, but acoustically distant sounds.

Sa-sha, sho-so-sho, sya-scha-sya, zu-zhu, za-zha-zya, zo-jo-zo

Su-tsu, sy-zy-zy, sya-za-sya, tsa-sa-tsa, sa-tsa-tsu, sy-tsy-sy

Zhi-zhi-shi, sho-sho-jo, zhu-shu-zhu

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

To-do-you, do-to-ta, to-da-do, fo-woo-fu, you-fo-woo, fu-fo-wa

Ra-la-ro, la-lo-ra, ru-ra-la

Ha-ha-ho, ha-ha-ha, ha-ha.

3 task. Survey differentiation of words of quasimonyms.

The child is presented with a pair of subject pictures and is invited to show the one that the speech therapist calls.

Instruction: let's play. I will name the pictures, and you show me.

Survey is carried out on the material of the words of quasimonyms which contain: articulatory distant, but acoustically close sounds (a roof - a rat, articulatory close, but acoustically distant sounds (lak-rak, articulatory and acoustically close sounds (fox - faces): roof - rat, snake - mustache, beetle - bough, nose - knife, bear - bowl, things - scales, varnish - cancer, game, needle, fox - rice, spoons - horns, bun - boxes, spinning top - Yura, fox - face, goat-scythe, tussock - cat, saber - heron, puddles - rays, snakes - ears, tank-poppy, com-house, goat-skin, tooth-soup, tom-house, wheelbarrow-dacha, grass-firewood , barrel - kidney, tower - arable land, crust - slide, slippers - choppers, bow - hatch, circle - hook.

4 task. Examination of differentiation and perception of sounds in words.

Instruction: there are pictures in front of you, I will call them, and you choose those in which you hear sound from (w,h,b). The child is invited to select pictures with a given sound.

material surveys serve a variety of pictures with images items: dog, pine, wheel, nose, shepherd, chair, plane; tooth, castle, goat, star, locomotive, fence, newspaper; hat, cat, mouse, school, reed, bumblebee, pear, beetle, knife, pajamas, lampshade, firefighter, chain, chicken, finger, cucumber, heron, mitten, stocking, glasses, key, scarecrow, laundry, brush, box, ticks, lizard, cave; dog, teeth, apple, butterfly, bagel, drum, house, water, melon, deuce, pencil, head, leg, eyes, needle, paper, willow, owl, cow, firewood, paw, saw, table, tent, bottle; hand, axe, sparrow, eyebrows, wire, lemon, house, raspberry, fly agaric, knife, sleigh, ram, bath, book, jacket, lantern, cupboard, fly, rooster, shoes.

5 task. Survey ability to elementary sound analysis.

Instruction: now I will call you a word, and you answer what sound is at the beginning (end) the words. Tell me where is the sound (d, f, etc. e)- Suggested words with the desired sound in the middle of the word. The child is asked to determine by ear what sound is at the beginning, middle and end of the word.

For listening, two - and three-syllable words are offered, with direct and reverse syllable at the beginning and end of a word. With the desired sound in the middle of the word. We selected words in which the desired sound turned out to be undisturbed for each specific child. Analysis of impaired pronunciation and perception the child's sounds were excluded completely.

6 task. Survey differentiation of correct and defective sound.

Instruction: let's play "telephone" I pronounce the word, and you tell me whether I pronounce them correctly or not. The child is invited to determine by ear whether the speech therapist pronounces the words correctly or not.

Speech therapist pronounces words (lamp, soap, chair, sofa, etc.) with defectively pronounced or replaced sounds, imitating a) the pronunciation of a child, b) defects which are not in child's speech c) correct pronunciation.

After the examination of the phonemic side of speech, the speech therapist continues the examination and makes a conclusion, which is indicated in the speech map.

Our 5 senses for a healthy and long life. Practical guide Gennady Mikhailovich Kibardin

Phonemic hearing test

Phonemic hearing is the ability of a person to recognize speech sounds represented by the phonemes of a given language. Phonemic hearing is a very important concept for mastering speech, and then writing literacy. It assumes precision auditory perception, sound discrimination, sound analysis speech, which is very important for understanding the meaning of what was said.

Phonemic perception is called special mental actions to distinguish phonemes (speech sounds) and establish the sound structure of a word. Thanks to phonemic perception, which develops on the basis of phonemic hearing, speech sounds are distinguished by ear.

Developed phonemic hearing of the child is an indispensable condition successful learning literacy. Therefore, early diagnosis of the formation of phonemic processes is necessary for the timely overcoming of its underdevelopment.

If you want to check the state of a child's phonemic hearing, pay attention to the formation of the following components:

- phonemic perception;

- phonemic representations;

– elementary skills of phonemic analysis and synthesis.

In order to examine the formation of phonemic perception, tasks are used to differentiate pairs of oppositional sounds (that is, sounds that differ in one characteristic: sonority-deafness, hardness-softness, place and method of formation).

1. To check the auditory differentiation of sounds, the child is presented with pictures whose names differ in only one sound being tested. For example: a bear is a bowl, a goat is a scythe, spoons are horns, a cat is a bump, a bow is a hatch.

To obtain the correct result, the following conditions must be observed: the adult names the pictures, the child only points to them. Pictures are called in a different sequence, sometimes the same name is repeated several times in a row. No additional or explanatory words are allowed. The tester should not look at the named picture, since many observant children often follow the direction of the adult's gaze, which makes it easier for them to complete the task. The lower part of the adult's face is covered with a screen (a sheet of paper, a palm), since some sounds that are not audible to the child can be recognized by the articulation of the lips. During the examination, you need to carefully observe the behavior of the child during the display of pictures: whether he performs tasks calmly and confidently, or hesitates, looks inquiringly at an adult, or simply shows pictures at random.

2. The child is invited to repeat chains of syllables or words with oppositional sounds:

Ta-yes-ta

Yes - yes - yes

Ka-ha-ka

Tsa - cha - tsa

Cha - cha - cha

Ots - ots - ots

Tom is home

Bow - hatch

Juice - tsok

3. The child is asked to clap his hands if he hears a given sound among those pronounced by adults. At the same time, the adult names different sounds, including those similar to the given sound for some reason.

To check the state of phonemic representations, the following types of tasks are used:

1. Finding a picture with a given sound in its title.

2. Selection of words with a given sound. In this case, one should first present words with sounds preserved in pronunciation, and then - with impaired ones.

Example: "Say a word with the sound M, B, C, N, T, D, K, G, A."

Then: "Name the word with the sound S, Z, Sh, Zh, Ch, Shch, P, L." During the examination, it is not recommended to give tasks for a combination of analysis and phonemic representations of the type: "Pick up a word with the sound C at the beginning of the word."

3. Classification of pictures: subject pictures are laid out in front of the child, in the names of which there are oppositional sounds, for example C - Z (bag, fence, juice, fox, teeth, goat, nose, bus, umbrella, etc.). He is invited to decompose these pictures into two groups: in one - pictures, in the names of which there is a sound C, in the other - with the sound Z.

To check the level of formation of phonemic analysis and synthesis skills, the following tasks are used:

1. Isolation of sound against the background of the word. It is advisable to check the state of all types of analysis on the material of correctly and incorrectly pronounced sounds by the child.

Example: “Do you hear the P sound in the word SUP? Sound M in the word MAY? Sound K in the word BOK? Sound A in the word Anya? Sound O in the word Olya? Sound U in the word MORNING? Further presented speech material, containing sounds that are more complex in articulation, then - sounds that are disturbed in pronunciation.

2. Isolation of sound from a word. Example: “What sound do you hear in the word SAD? (the adult pronounces the sound emitted by the child in an intonation), in the word TEETH? In the word FATHER? In the word SHUBA? In the word BEET? In the word BALL? In the word BRUSH? In the word LAPA? In the word RAK?

3. Determining the place of sound in a word. Example: "Where do you hear the C sound in the word SANI, at the beginning or at the end?" It is advisable to designate the position of the sound with the words “at the beginning”, “at the end”, since the child can forget these words, at the same time correctly determine the location of the sound. With the help of this example, it is checked how the child masters this type of analysis in relation to all consonants. And only after that you can move on to another example: “Where do you hear the sound C in the word SPIDES?”, but without naming the word “in the middle”. Or: “Where is the Z sound in the word WHO? Sound C in the word FIGHTER? Sound Sh in the word MOUSE? Sound J in the word SKIN? Sound H in the word BARREL? Sound Щ in the word BOX? Sound R in the word KORK? Sound L in the word SHELF? It is necessary to select words in such a way that they do not contain sounds that are more complex in articulation than the sound being tested.

4. Determining the sequence of sounds in a word. Example: "What sound do you hear at the beginning of the word SSUME?" Child's answer: "C". “What sound do you hear after the sound S: SUUMKA?” Child's answer. “What sound do you hear after the sound U: BASK?” Child's answer. “What sound do you hear after the sound M: BAG?” (The adult delays the bow somewhat when pronouncing the sound K.) The child's answer. “What sound do you hear after the sound K: SUMKAA?” Child's answer. After completing this task with some help from an adult (intonation of the emitted sound), the child is asked to name the sequence of sounds in the given word and in another, at first similar. For example, FRAME or SHELF, and then another structure, for example, PAWS, FISH, TEETH.

5. Determining the number of sounds in a word. The child is offered words of 2-5 sounds. Example: "How many sounds are in the word PPAAAK?" In the first proposed word, the adult intones successively all the sounds of the word, pronouncing it in slow pace. Then the child determines the number of sounds in the word LAK or in the word CAM (SCREW, SOM, NOISE, BEETLE, CHOK). “How many sounds are in the word RAMA (PAW, FISH, FUR COAT, BARK)?” “How many sounds are in the word KORK (SHELF, BAG, FENCE, REED)?”

6. Phonemic synthesis. The child is offered words of 3-5 words with a preserved sound-syllabic structure. The adult pronounces the words with a slight pause.

Example: “Listen to the sounds, they fled (or quarreled), put them side by side (or “make friends”) to get the word: C, O, K, K, A, B, U, L, K, A.” Next, phonetic synthesis is checked on words with a disturbed sound-syllabic structure.

Example: "Listen unusual word, unlike anything, because the sounds in it are reversed. You put them right, and you get the familiar T, O, R, K, A, U, R, P, O, T, H, A.

Checking toys When conscientious manufacturers give toys for examination, the goods are tested according to certain indicators. So, for example, a rattle should not be heavier than 100 g. It should have a strong body so that the toy is difficult to break. 'Cause inside