Examination of the syllabic structure. logomag

Survey syllabic structure the words

In accordance with the principles of the psychological and pedagogical classification of speech disorders, a category of children with such a disorder as general underdevelopment speech, in which there is an insufficient formation of all language structures. Speech suffers as an integral functional system, in which all its components are violated: the phonetic-phonemic side, vocabulary, grammatical structure.

ONR in children up to school age may manifest itself in different ways. In complicated forms of this disorder, in addition to the listed components of speech, the syllabic structure of the word is additionally violated. (Under the concept of “syllabic structure” of a word, it is customary to mean the mutual arrangement and connection of syllables in a word.)

At the same time, the child's speech has pronounced deviations in the reproduction of the syllabic composition of the word. These deviations have one or another character of changes in the correct syllabic sound and can manifest themselves as follows:

1. Violation of the number of syllables:

Reduction (omission) of a syllable - “hank” = “hammer”

Dropping a syllabic vowel - “pinino” = “piano”

Increasing the number of syllables by inserting vowels into consonant clusters - “komanata” = “room”

2. Violation of the sequence of syllables in a word:

Permutation of syllables - “devore” = “tree”

Permutation of the sounds of neighboring syllables - “gebemot” = “behemoth”

3. Distortion of the structure of a single syllable:

Contraction of consonant clusters – “tul” = “chair”

Inserting consonants into a syllable - “lemon” = “lemon”

4. Assimilation of syllables - “coconuts” = “apricots”

5. Perseverations (looping, persistent playback):

- “beaten ... beaten ... librarian” + “librarian”

6. Anticipation (replacement of previous sounds with subsequent ones):

- “nananases” = “pineapples”.

7. Contamination (mixing words)

- “in the refrigerator” = “in the breadbasket and refrigerator”.

The predominance of errors, expressed in the rearrangement or addition of syllables, indicates the primary underdevelopment of the child's auditory perception. Errors such as reducing the number of syllables, likening syllables to each other, reducing consonant clusters indicate a predominant violation of the articulatory sphere.

At the same time, violations of the syllabic structure of the word are retained in the speech of preschoolers with OHP longer than the shortcomings in the pronunciation of individual sounds. The syllabic structure of a word, learned in isolated pronunciation, is often distorted again when this word is included in a phrase or independent speech.

Great importance for correct pronunciation The syllabic composition of a word is played by the degree of familiarity with the word. Unfamiliar words are distorted more often than well-known words known to the child.

classification A.K. Markova,

which distinguishes 14 types of syllabic structure of the word in increasing degree of complexity. Words become more complicated both in increasing the number of syllables (one-syllable, two-syllable, three-syllable and four-syllable words), and in relation to the complexity of the syllable (open and closed, direct and reverse, a syllable with a confluence of consonants and without it):

1. Two-syllable words from open syllables.

2. Three-syllable words from open syllables.

3. Monosyllabic words.

4. Two-syllable words with a closed syllable.

5. Two-syllable words with a flow of consonants in the middle of the word.

6. Two-syllable words from closed syllables.

7. Three-syllable words with a closed syllable.

8. Three-syllable words with a confluence of consonants.

9. Three-syllable words with a confluence of consonants and a closed syllable.

10. Three-syllable words with two consonant clusters.

11. Monosyllabic words with a confluence of consonants at the beginning or middle of a word.

12. Two-syllable words with two consonant clusters.

13. Three-syllable words with a confluence of consonants at the beginning and middle of the word.

14. Polysyllabic words from open syllables.

Examination of the syllabic structure

In oligophrenic children with cerebral palsy mispronunciation sounds is not limited to the disadvantages of sounds. Often there is a violation of the syllabic structure of the word, so the child's ability to pronounce words of various syllabic complexity is examined. Subject pictures are offered to the child for naming; then the words for the reflected pronunciation are called by the speech therapist. The results of both types of tasks are compared, it is noted that it is easier for the child to complete. Especially noted are the words that are pronounced without distortion of the syllabic and sound composition. It is important to note whether the words whose syllabic structure is distorted consist of learned or unlearned sounds, which syllabic structures are formed in the child and which are not. An examination protocol is drawn up.

Protocol for examining the syllabic structure of a word

To identify non-rough violations of the syllabic structure of the word, the following sentences are proposed for repetition:

Petya drinks bitter medicine.

There is a policeman at the crossroads.

astronaut controls spaceship and etc.

CONCLUSIONS: the nature of the distortion of the syllabic structure is noted (abbreviations of syllables - hammer - "hank"; simplification of syllables, lowering sounds - chair - "tul"; assimilation of syllables - stool - "tatulet"; adding sounds, syllables - room - "komonamata", table - "Sytol"; permutation of sounds and syllables - tree - "devero").

Practical observations show that permutation of syllables is a differential sign of sensory disorders.

Survey methodology

To examine the syllabic structure and sound content, words with certain sounds and with a different number and types of syllables are selected. The reflected and independent naming of pictures is offered.
For the examination of children 3 years old, 1, 2 and 3 are offered - compound words. Older children are offered different types words, including those with a confluence of consonants and vowels in different positions of the word. In case of violations, the child is asked to: repeat the rows of syllables consisting of different vowels and consonants (pa-tu-ko); from different consonants, but the same vowels (pa-ta-ka); from different vowels, but the same consonants (pa-po-py); from the same vowels and consonants, but with different stress. And also the child is asked to tap out the rhythmic pattern of the word.
After 5 years, children are given the task to repeat sentences with a large concentration of complex words after a speech therapist: A plumber is repairing a water pipe. Hair is cut at the barbershop. School-age children are invited to read words of a complex syllabic structure, reading tongue twisters; writing off complex words and sentences, writing down complex words and sentences from dictation.

Violations of the syllabic structure of the word

Omissions of sounds in syllables are often due to the structure of the syllable; with confluences of consonants, one of them is often omitted. In words that are complex in syllabic structure, substitutions, omissions and permutations of sounds are often noted, approximation is more pronounced, and than long word, the greater the likelihood of phonemic disorders appearing in it [Kovshikov V.A., 2001].

A.K. Markova identifies the following types of violations of the syllabic structure of a word in children with alalia:

Truncation of the syllabic contour of a word due to the loss of a whole syllable or several syllables, or a syllable-forming vowel (for example, “vesiped” or “siped” instead of “bike”, “prasonik” instead of “pig”).

Inert stuck on any syllable (for example, “vvvo-dichka” or “va-va-vodichka”). The perseveration of the first syllable is especially dangerous, since it can develop into a stutter. Assimilation of one syllable to another (for example, "mimidor" instead of "tomato")

Adding an extra syllabic vowel at the junction of consonants, due to which the number of syllables increases (for example, "hollow" instead of "hollow").

The merging of parts of words or words into one (for example, “persin” - peach and orange, “devolat” - the girl is walking.

The first year of education for children of 5 years of age with OHP in kindergarten conditionally divided into 3 periods of study, each of which has its own duration, differs in tasks and the volume of the studied material.

It is advisable to start work on correcting violations of the syllabic structure of a word at the beginning of the 2nd period of study. These time frames are due to the fact that frontal exercises for the formation correct pronunciation in the 1st period, almost all vowel sounds of the 1st row and the sound “I” were studied. On the private lessons By this time, work should be done to correct the shortcomings in the pronunciation of iotized vowels (as syllable-forming ones), the soft consonant “L” and work to differentiate these sounds.

Work on the formation of the syllabic structure of a word must be carried out individually, as part of a lesson on correcting sound pronunciation.

Of great importance in the work is a differentiated approach to children, which involves taking into account the mental characteristics of the child, his performance, the speech capabilities of the preschooler and the nature of the violation of the syllabic structure of the word.

From lexical material exercises, it is necessary to exclude words with defective sounds that are part of the word.

It is important to carefully and consistently work out each type of syllabic structure, even if the child does not make mistakes in it, since the classification is based on the principle of increasing and complicating syllables. Subsequently, any polysyllabic word can be “broken down” by the child into 2-3 simpler and more studied syllabic structures.

characteristic feature corrective work will be the repeated repetition of its types on different speech material.

In oligophrenic children with cerebral palsy, the incorrect pronunciation of words is not limited to the shortcomings of sounds. Often there are violations of the syllabic structure of the word, so the child's ability to pronounce words of different complexity of the syllabic structure is examined. The child is offered to name subject pictures; then the speech therapist calls the words for the reflected pronunciation. The results of both types of tasks are compared, it is noted that it is easier for the child to perform. Words that are pronounced without distortion of the syllabic and sound composition are especially noted.

It is important to note:

a) whether the words, the syllabic structure of which is distorted, consist of learned

sounds or unlearned

b) which syllabic structures are formed in the child, which are not.

An examination protocol is drawn up.

PROTOCOL OF SURVEYING THE SYLL STRUCTURE OF A WORD

To identify non-rough violations of the syllabic structure of the word, it is proposed to repeat the following sentences:

Petya drinks bitter medicine.

There is a policeman at the crossroads.

The astronaut controls the spacecraft. and etc

CONCLUSIONS: the nature of the distortion of the syllabic structure is noted:

a) reduction of syllables (hammer - “hank”)

b) simplification of syllables, lowering sounds (chair - “tul”)

c) likening syllables (stool - “tatuette”)

d) adding syllables (room - “komonamata” table - “satiol”)

e) permutation of syllables and sounds (tree - “devero”)

Practical observations show that the permutation is

differentiated sign of sensory disturbances.

VII EXAMINATION OF PHONEMATIC HEARING

CONCLUSIONS: Phonemic hearing is normal; underdeveloped

VIII SURVEY OF THE SOUND ANALYSIS OF THE WORD

CONCLUSIONS: Skills sound analysis age appropriate; insufficiently formed.

Classes for correcting the syllabic structure of words require the use of a sufficiently large amount of lexical material.

Currently, various authors propose options for using speech material to correct the syllabic structure. When a speech therapist works with a complex speech defect, lexical material is not enough. It is especially difficult in those cases when the child has no speech at all or he has just begun to speak.

Correction of the syllabic structure, and sometimes even speech evoking in non-speaking children with complex speech diagnoses (alalia, speech disorders with cerebral palsy and Down syndrome, delayed speech development,) are of particular interest and greatest difficulty for a speech therapist.

Speech therapists E.S. Bolshakova, T. A. Tkachenko, the principle systems approach in the selection of speech material and the classification of words according to A.K. Markova. Taking into account the experience of these specialists, I have selected lexical material for 14 types of syllabic structure of a word with an increasing degree of complexity of words.

When a thorough and in-depth examination of the child’s speech has been carried out and it has been revealed what violations of the syllabic structure of words occur in him, it is necessary to proceed to preparatory stage corrective action. At this stage, the speech therapist teaches the child to isolate rhythmic beats in the speech of others and in non-speech sounds.

Most often, in children with violations of the syllabic structure of words, the reproduction of any rhythmic pattern causes difficulty.

In many cases, there is a violation of the count of several sounds (violated auditory perception, memory, counting without visual support). In this case, the count of objects is often not violated.

If such difficulties are identified, it is recommended to work on the formation of rhythmic skills: speech with movement, speech in a certain rhythm, slapping rhythms, simple logarithmic and dance exercises. The purpose of all these tasks is the same - to develop a sense of rhythm, to stimulate the perception of the rhythmic structure of the word.

At the same time, in Everyday life, in games, in the classroom, work is underway to form or clarify concepts:

"beginning", "middle", "end";

"before", "for", "after", "between";

"last", "first".

Very often, children with speech pathology without special help cannot understand and remember these concepts for a long time, and without mastering them it is impossible to start words.

When the child is able to isolate the rhythmic parts in the speech of adults quite successfully, it is necessary to proceed to the next stage - the correctional one. The task of this stage is to reproduce the rhythmic parts in the child's own speech without violations, first by imitation, then in independent speech.

Work begins with clarifying the articulation of preserved sounds, pronouncing simple open syllables, and then words with these sounds.

Most authors recommend starting with saved sounds only. This approach greatly limits the speech therapist in the choice of speech material for games and exercises to correct the rhythmic-syllabic structure of the word. This is especially true for children with complex sound pronunciation disorders, when a large number of sounds.

Practical experience proves that at this stage of work it is necessary to focus only on working out the syllabic structure of words, i.e. the phonetic design of speech is not the main thing. And only when active dictionary words of the 1st, 2nd, 3rd and 4th types will appear (according to A.K. Markova), work on correcting sound pronunciation becomes desirable and useful.

At the very beginning of the corrective work in game form the speech therapist achieves the pronunciation of syllabic rows of varying degrees of complexity only with preserved sounds according to the scheme:

Vowel + vowel /ay, wah, ia/
Consonant + vowel /ba-ba-ba/;
Vowel + consonant / am-am-am; oh - oh - wow /
Vowel + consonant + vowel /apa-apa-apa/
Consonant + consonant + vowel /kva-kva-kva/
Vowel + consonant + consonant / aft - aft - aft /
Vowel + consonant + consonant + vowel /adna-adna-adna/

When these exercises become available to the child, you can pronounce words for an adult in reflection, name words from pictures, and make sentences with familiar words.

1. Two-syllable words from open syllables:

melon, water, soap, cotton wool, coffee, fly, owl, children, perfume, moon, legs, willow, vase, notes, goat, teeth, miracle, sleigh, summer, winter, fox, goat, foam, mud.

Tanya, Katya, Vitya, Olya, Sanya, Petya, Valya, Vadya, Zhenya, Kolya, Tolya, Galya,

I walk, I carry, I lead, I carry, I go, I give, I run, I take, I noah, I sing, I sow, I wind.

Offers.

Washing hands.
I'm taking Galya.
Masha Kolya.
I bring soap.
I give to my mother.
I see a fish.
I take things.
I carry cotton.
I want a melon.
I'm going to the sea.
I run to my mother.
Fox in the forest.
Eat in a hole.
Clock in the house.
I fry fish.
Fox in the hole.
Leg in a puddle.
Fish in the water.
Pike in the river.
Catfish in the pelvis.
Poppies in a vase.

Make sentences:

I drink coffee, water, juices.
I eat porridge, meat.
I carry fish, things, notes.
My vase, legs, arms, floors, frame, face.
I wear a fur coat, boots, beads.
I brush my teeth, floors, fur coat, sleigh.
I give porridge to mom, goat, Tanya, dad.
I give my mother a vase.
I bring Katya things.
Milu's mom was in the bath soap.

Pure tongues:

Sa-sa-sa wasp on the nose.
Lo-lo-lo I'm going to the village
Ka-ka-ka I have a hand
Ha ha ha my leg
Wa-wa-wa, an owl sits on a bitch
Wah-wah-wah, here's the water.
Geese. Geese Ga-Ga-Ga
Boba had beans

2. Three-syllable words from open syllables:

shovel, dog, cubes, boots, cabin, panama, ducklings, head, raspberry, newspaper, mimosa, berries, car, coin, wheel, milk, cow, road, magpie, hut, mountain ash, viburnum, vegetables, weather, work, birch, guys, dried apricots, replacement, lanterns, log, beard, care, knee, head, hoof, rainbow, iron, boots, cart, pajamas

Natasha, Marina, Irina, Tamara, Katyusha, Vanyusha, Danila, Valyusha, Vityusha, Lyubasha.

SHE walked, scolded, ran, sat, flew, smeared, read, sculpted, cooked, solved, bought, drove, whitewashed, sowed, dug, bathed.

THEY flew, read, ran, carried,

White, new, gray, well-fed, lively, red, sweet, scarlet; white, new, well-fed, lively, red, cute, scarlet.

Okay, fun.

Offers.

The car hummed.
The crow flew.
The sheep gored.
The dog was scolded.
The log was chopped.
They milked the cow.
The ditch was dug.
Marina ran.
Natasha bought bananas.
I plant roses
I draw a goat / a car, a cow, a crow /.
We wore vegetables /paper, boots/.
I bathe the dog.
I am reading a newspaper.
I'm rolling a wheel.
I'm tossing a coin

Exercise "What of what?"

Straw house.
Paper newspaper.
Iron shovel.
Metal rocket.
Wooden gate.
Milk cheese.
Rubber ball.

Meth, meth, I will not sweep.
I carry. I take it, I can't take it.

Whose subject?

Mom's coin.
Father's car.
Katina panama.
Misha's newspaper.
Vasya paper.
Auntie's bead.
Valina boots.

Add syllable:

KA
poppy..
ata..
soba..
soro..
YES
poma..
win..
..
ball..
DY
like..
narya..
pair..
TA
fell..
guys..
kayu..
protect..
working..
care..
gas..
high..
bolo..
shovel..
thief..
oh..
cops..
cancer..
galle..
GA
boom..
cotton wool..
body..
expensive..
glad..
chicken..
white..
ON THE
short..
thief..
VA
fun..
ana..
oro..
MA
paja..
Mrs..
USA
cop..
cal..
poro..
afi..

Pure tongues:

Water, water, water, water poured, poured.
Valya, Valya, Valya, Valya, Valenka were bathed.
Ko, ko, ko, don't go far.
Our river is as wide as the Oka
Mu, mu, mu, milk to whom?

The fly-pity sat on the ear.
The ear was not bad, the ear was good!

Katya fell into a ditch.
Near the bell.
Dariki-dariki,
Mosquitoes flew

One is many

horse - horses
Swan -
Factory -
Shovel -
Robe -
Salad -
Road -
Giraffe -
Miracle -
Kitty -
fox cub -
duckling -
hedgehog -
duckling -

3. Monosyllabic words from a closed word:

poppy, bow, ball, whale, forest, beetle, catfish, juice, oak, lion, honey, house, cat, goose, smoke, nose.

Don, son of couples, cat, noise, weight, than, hall, beat, lived, washed, gave, sang, sat down, lay down, sit down, sing, give, rash, pour.

Offers:

Here is Vasya. Vaughn Tanya. No Faith. Here is Katya. Here is a vase. There's a catfish. Here is the garden. There is a stump. How are you? Won the forest. Give tea / soup, ball, onion /.

Exercise "Does it happen?"

Does the toad have a coat? - The toad does not have a fur coat.
Does the fish have hands? - The fish has no hands.
Does the fly have paws? Yes, the fly has paws.
Does the cat have teeth? Yes, the cat has teeth.
Does the whale have legs? - Whales don't have legs.
Grandpa has a sleigh? - Grandfather has a sleigh.
Does mom have beads? - Mom has beads.
Does Vova have a watch? - Vova has a watch.
Do you have an ear at home? - There is no ear at home.

4. Two-syllable words with a closed syllable:

lemon, broom, spider, banana, fire, package, can, hammock, wagon, loaf, iron, rooster, ice rink, sofa, scoop, rope, belly, giraffe, stump, day, shade, salon, sofa, one, parade, ferry, sail, bazaar, banana, ballet, ram, fire, cook, flight, buffet, bud, bouquet, pilot, python, pie, bison, ticket, beads, rooster, pencil case, pepper, runner, herd, coupon, basin, ax, goods, tomato, watch, lettuce, boot, net, pike perch, knot, plant, castle, smell, sunset, ice rink, wild boar, carpet, goat, pheasant, torch, fakir, peas, lawn, city, voice, wagon, final, eagle owl, date, virus, temple, coil, turn, naughty, hut, naughty, stocking, cast iron, eccentric, puppy, goldfinch, Twitter, sock, knife, number, burdock, curl, tray, bag

Vadim, Timur, Danil, Semyon...

Buzzes, hurts, walked, walks, runs, takes, read, fell, forgot, washed, brought, blew, scored, wrote, read, thought

Adding a syllable:

Was - for ... was
Bill - for ... was
Sang - for ... sang
Blew - by ... blew
Chalk - you ... chalk
Drank - you ... drank
Nes - you ... carried
Walked - at ... walked
Gave - by ... gave

Call it kindly

Stump - stump
day - day
Shadow - shade
House - house
Cat - cat
Garden - garden
Nose - spout
Ball - ball

Forest - forest
Honey - honey
Ice - ice
smoke - smoke
Hour - hour
wagon - wagon

Pure tongues:

Goo-goo-goo
The beep is buzzing
Dy-dy-dy
There is a smoke
Zu-zu-zu
Carriage rides

Knock-Knock
Knock-Knock.
Who was it here?
This is a bull-calf.
This is a cat.
This is a cancer.

Meow, meow cat squeaks
He has a stomach ache

Liu-li, liu-li, liu-li
The ghouls flew.

For-for-for Here comes the goat
Zu-zu-zu I see a goat.
Sa-sa-sa Here comes the wasp
Sy-sy-sy No wasp
Zhi-zhi-zhi Here are the hedgehogs running
Shch-shch-shch I'm looking for you.
Yes, yes, yes, we have water.

Bi, bi, bi - The car is humming.
I won't go without gasoline.

Ahh, ahh, ahh - OH!
Masha sowed peas!

Here comes the locomotive
He drove wagons
Choh, choh - choh!
Choo-choo-choo!
Far I roll!

Zhu - zhu - zhu. I go to the meadow.
Zhu-zhu-zhu. I look at the beetles.

Geese, geese
Ha-ha-ha
Do you want to drink?
Yes Yes Yes.
Geese geese, here's water!
So run here!

bitten by a fly
And the kitty's ear hurts.

From the clatter of hooves, dust flies across the field.

Whose subject?

Mom's handbag.
Papa's regiment.
Nadya bun.
Petya T-shirt.
Vasya's castle.
Tannin ball.
Lubin stocking.
Catherine can.
Dasha ticket.
Uncle's axe.
Vasya fence.

Offers:

The giraffe is walking.
The stone lies.
The goat is running.
The wind blows.
Sugar lies.
Zakhar cuts chips.
Tolik waves his hand.
Ivan wants water.
The hare is running.
Petya's side hurts.
Kolya's nose hurts.
Sima's hand hurts.
Dima carries water.
Petya treats Luda.
Katya is making a stump.

What will I do?

I drink - I will drink.
I cook -
I give -
Fry -
I go -
I wear -
Chinyu -
Buzhu -
I wear -
I believe -
Think -
Writing -
I do -
I read -
sniffing -
I'm digging -

I lead and we lead
I sing and we sing
I carry and we carry
I take and we take
I go and we go
I sit and we sit

5. Two-syllable words with a confluence in the middle of a word:

bank, skirt, letter, branch, letters, duck, bath, threads, cap, fork, pumpkin, slippers, window, skates, T-shirt, taxi, fleece, days, tambourines, tow, place, dough, squirrel, family, molding, fishing line, aunt, cat, mouse, bump, bangs,

Kostya, Nastya, Gerda, Tishka, Bug, Toshka.

I hold, I crawl, I am silent, I turn, I take, I narva.

Pure tongues:

Woo-woo-woo, I'll name you a letter.
Su-su-su, I'm bringing you a pumpkin.
Su-su-su, I'm carrying a bowl to the pussy.

Pussy, pussy, where's your bowl?
Eating pussy soup from a bowl.
Full pussy - empty bowl.

On a visit to Vova,
On a visit to Vale,
Visiting Vasya
Visiting Van.

6. Two-syllable words with a closed syllable and a confluence of consonants:

cantik, tile, compote, bow, forester, watering can, kettle, tray, album, rain, cactus, fountain, bear, bagel, magnet, tulip, turkey, dolphin, costume, compass, soldier, peacock, coat, broth, shepherd,

Sergey, Matvey, Anton, Pavlik.

He pushed, he managed, he turned, he drew, he endured, he cleaned.

dish, pancakes, elephants, wall,

Swim, swallow, knock

Grisha, Stepan, German, Andrey, Sveta

Pure tongues:

There is a cat on the window, a flower bed under the window.

Would, would, would there is smoke from a pipe.
You, you, you, Vova has plums.
Il-il-il, I bought you a sled

In the box - nails,
in a basket - bunches,
in the body - cargo,
in a basket - milk mushrooms.

An, an, an, dad is fixing the faucet.
Whoop, whoop, whoop, mom cooks soup.
Ah, af, af, there is a closet in the corner.

Our Polkan fell into a trap.

Klava bought cocoa.
Ha, ha, ha, you can't catch a rooster!
Prokhor and Pahom rode on horseback.

Katya has a cap.

If yes, if only, mushrooms grew in the mouth.
The ferret said to the hamster: “Your tail is narrow, mine is wide!”

I'm running, running, running
I don't stand still.

We run, we run
We don't stand still

I'm walking down the street
And I carry a flag in my hand.

We're walking down the street
And we carry a flag in our hand.

7. Three-syllable words with a closed syllable:
gingerbread man, plane, tomato, suitcase, hippopotamus, cockerel, pineapple, cornflower, telephone, drum, diver, parrot, hammer, captain, calf, shop
pelican, pie, plane, icebreaker,
Pure tongues:

Carriage-carriage, water carries a steam locomotive.

The giant says to the giant:
I'll reach the sky with my head!
The giant in response to the giant:
I can drink all the ocean!

Geese chirping on the mountain
The fire burns under the mountain.

8. Three-syllable words with a confluence of consonants:

apple, chess, sausage, sweets, cuckoo, dumbbells, room, gate, boots, snail, cabbage, fishing rod, needle, gazebo, felt boots, girl, frog, tent, firecracker, plate, pin.

Call it kindly

Olya - Olechka
Kolya - Kolya,
Tanya - Tanechka
Misha - Mishenka
Vasya - Vasenka
Petya - Petenka
Sveta - Svetochka
Nina - Ninochka
branch - branch
Mesh - mesh
Ribbon - ribbon
boat - boat

Cat - kitten
Duck - duckling
Fox - fox
Moose - calf
Wolf - cub
Hedgehog - hedgehog
Uzhonok
Squirrel - squirrel

Pure tongues:

Where there is honey, there are flies.
There would be a hunt, work will boil.

Polkan pushed the stick with his paw.

Kostya drove to Kostroma to visit.

Fani has a jersey and Fedya has shoes.

Vanya has a beet,
Vali has swede,
Vasya has a pumpkin,
Vova has a cranberry.

Beets at Fekla
Dry and wet
Wet and dry
Until it dried up.

Aimed at a crow, hit a cow.

Daria gives Dina melons.

Knock, knock, knock, I nail the heel.
Everyone will play football and score a goal!
Doo-doo-doo, apple trees grow in the garden.

The well-fed catfish sleeps calmly,
The hundredth dream looks sweet.

"Cuckoo"

By the forest on the edge, high on a bough
In the morning the cuckoo sings: cuckoo, cuckoo!
Below, a river runs along the yellow sand,
The cuckoo sings loudly: cuckoo, cuckoo, cuckoo!

9. Three-syllable words with a confluence of consonants and a closed syllable:

hat, button, banquette, swimsuit, pipette, room, herring, minute, gate, dumbbells, snail, hodgepodge, soldering iron, knee, file, bus, grasshopper, octopus, Indian, automatic machine, lamb, dog rose, gardener, monument, doormat, alarm clock, orange, grapes, hunter, pendulum, coffee pot.

"Counting"

The locomotive flies in the sky
A wagon floats in the sea
The wolf walks through the air
Who does not believe - get out!

Pure tongues:

Behemoth opened his mouth
hippopotamus asks for rolls.

The hunter went hunting.

The parrot says to the parrot:
- I you, parrot, parrot!
Parrot in response parrot:
Parrot! Parrot! Parrot!

The wind is howling, the wind is howling, the wind is howling
At the willow, at the willow, the willow bends the branches.

What are the children drawing?

Stas draws a globe
And Sveta is a bus.
Stas draws kvass,
And Sveta is a pineapple.
Stas draws a mask
And Sveta - sausage.
Stas draws cheese
And Sveta is a souvenir.
Stas draws a nose
And Sveta is a vacuum cleaner.
Stas draws juice
And Sveta is a belt.
(Smirnova L.N.)

10. Three-syllable words with two confluences:

matryoshka, hut, toy, dunno, rifle, light bulb, antenna, pills, carrot, jump rope, strawberry, carnation, bench, turkey, football player, accordion

Suggestions and phrases:
A cat with a kitten, and a hen with a chicken.
The ship is driven by a captain.
Red poppies bloom in the flowerbed.
There are horses in the stable.
Katya and Kolya made a snowball.
Kondrat has a short jacket.
The nanny nurses Nadya and Nina.
Vanka - Vstanka has unfortunate nannies.

The cat saved up a few kopecks, bought a goat for the cat.
And to the goat - crunchy cabbage.

11, 12. Monosyllabic words with a confluence of consonants at the beginning or at the end of a word:

Pronunciation of syllables with these consonants:

know - know - know - know
gna - gno - gnu - gna
klya - klyo - klyu - kli
aphids - aphids - aphids - aphids
nta - nto - ntu - nty
one hundred - one hundred - stu - stu
bottom - bottom - bottom - bottoms
fta - fto -ftu - fta
etc.

flag, bread, gnome, cupboard, sign, bottom, glue, bow, sheet, bolt, bush, tank, cupcake, umbrella, elevator, screw, days, stumps, bend, maple, weave, fabric, aphid, who, wedge, aphid, scarf, bolt, minced meat, hill, bridge.

Pure tongues:

Aunt Katya is weaving fabric.
That, that, that, the cat has a fluffy tail.
Our guest bought a cane.
A weaver weaves fabrics for Tanya's dress.

13. Two-syllable words with two confluences:

star, rod, nest, matches, chicks, flags, stick, nails, whip, cage, cranberry, rolling pin, button, satellite, books, penguin.

Ice yes ice
Ice yes ice.
A penguin is walking on ice.
slippery ice,
Slippery ice.
And the penguin won't fall.

A falcon sits in a nest.
And about - the falcons of this falcon.
Falcons, sit still,
Don't slide down the cliff.

14. Four-syllable words from open syllables:

piano, blackberry, corn, Pinocchio, shell, button, caterpillar, tomatoes, blanket, turtle, lizard, fly agaric, vitamins, pasta, cobwebs, suitcases.

Cleanliness and verses:

Don, don, don, the cat's house caught fire.
Cuckoo cuckoo bought a hood.
Bala - bala - balalaika, balalaika, play!
Bara - bara - drum, drum, drum!
Drum, button accordion and trumpets, balalaika, tambourine, tubas.
We play, beat, strum, drum and trumpet!
Bananas were thrown to a funny monkey, bananas were thrown to a funny monkey.
The water carrier was carrying water from the tap.
White sheep beat the drums.
You have to wear sandals on your feet.
On the bench outside the house, Toma sobbed all day.
Behind the hippopotamus, a hippopotamus stomps on its heels.

By the ears of a hare they carry it to the drum.

The hare yells:

I won't drum!
Not in the mood,
No furnishings
No preparation
I don't see carrots. (V. Berestov)

Marfina Olga Vladimirovna,
teacher-speech therapist GBU "Regional Rehabilitation Center
for children and adolescents with disabilities,
Astrakhan

Task 1. Pronunciation of monosyllabic words without confluence of consonants. house, smoke, poppy, cat, bull, whale.

Task 2. Pronunciation of two-syllable words without confluence of consonants. Speech and picture material:

a) words like SGSG - fly, fox, water, cotton wool, cats, notes;

b) words like GSSGS - rooster, banana, sofa, hamster, wagon, broom.

Task 3. Pronunciation of monosyllabic words with confluences of consonants. Speech and picture material:

a) words with confluences of consonants at the beginning of a word - gnome, bread, chair, pancake, grandson, maple;

b) words with confluences of consonants at the end of the word - bow, tank, umbrella, bandage, screw, sheet.

Task 4. Pronunciation of two-syllable words with confluences of consonants. Speech and picture material:

a) words with confluences of consonants at the junction of syllables - duck, bank, bows, jacket, slippers, bear;

b) words with confluences of consonants at the beginning of the word - signs, gnomes, elephants, cabinets, tables, mortar.

Task 5. Pronunciation of three-syllable words without confluence of consonants. Speech and picture material:

a) words like SGSGSG - panama, cubes, cubs, dog, car, shovel;

b) words like SGSGSGS - kitten, tomato, bun, telephone, hippopotamus, drum.

Task 6. Pronunciation of three-syllable words with confluences of consonants. Speech and picture material:

bus, orange, grapes, sweets, pencil, automatic machine;

pistol, chicken, apple, alarm clock, strawberries, jump rope.

Task 7. Pronunciation of polysyllabic words.

Speech and picture material:

a) words without confluences of consonants - Pinocchio, turtle, planes, corn, caterpillar, pasta; buttons, pyramid, carousels, drums, TV, bicycle;

b) words with confluences of consonants - a towel, traffic lights, a frying pan, astronauts, a teacher, an educator.

Complex B

Tasks for reflected (if necessary - slowed down) and conjugated pronunciation of words, including complex in structure and low frequency. They are proposed in order to establish the nature of distortions in this variant of the use of words, to clarify the influence of the standard of pronunciation of a lexical unit on the quality of pronunciation by children. The leading technique is the repetition of words after a speech therapist (or together with a speech therapist) with visual support for subject or plot pictures. Instructions:“Look, listen, repeat”, “Repeat with me”.

Task 1 - Reflected (conjugated) pronunciation of monosyllabic words without confluence of consonants.

Speech and picture material: moss, fur, fluff, tank, Bim, Bom.

Task 2. Reflected (conjugated) pronunciation of two-syllable words without confluence of consonants.

Speech and picture material:

a) words like GHA and SGHA - willow, bots, children, coffee, whales, houses;

b) words like GHSGS - wreath, hammock, lawn, smoke, wild boar, lettuce.

Task 3. Reflected (conjugated) pronunciation of monosyllabic words with confluences of consonants.

Speech and picture material: two, yard, sheaf, elevator, bridge, bush.

Task 4. Reflected (conjugated) pronunciation of two-syllable words with confluences of consonants.

Speech and picture material:

a) words with confluences of consonants at the junction of syllables - sheep, pumpkin, thread, bunny, bowl, turkey; cactus, fountain, jug, magnet, soldier, chestnut;

b) words with confluences of consonants at the beginning and middle of a word - cranberry, fruit, star, nest, button, satellite;

c) words with several confluences of consonants - envelope, prospectus, penguin, Moscow (Kremlin), camel, actress.

Task 5. Reflected (conjugated) pronunciation of three-syllable words without confluence of consonants.

Speech and picture material:

a) words like SGSGSG - road, crow, magpie, gate, Galina, raspberry;

b) words like SGSGSGS - sparrow, cockerel, nightingale, cornflower, ceiling, spikelet.

Task 6. Reflected (conjugated) pronunciation of three-syllable words with confluences of consonants.

Speech and picture material:

a) words with one set of consonants - room, dumbbells, pharmacy, octopus, hunter, monument;

b) words with two confluences of consonants - Dunno, apartment, carnation, products, football player, satellites.

Task 7. Reflected (conjugated) pronunciation of polysyllabic words.

Speech and picture material:

a) words without confluences of consonants - divers, suitcases, rhinos, scooters, hippos, telephones; captains, cockroaches, lizard, shell, web, piano;

b) words with confluences of consonants - switch, refrigerator, Snow Maiden, chess players, guide, cyclist.

Complex B

Tasks to identify the features of multiple reflected reproduction of words. They are offered in order to clarify the possibilities of retaining the program of action in the process of pronunciation.

Task 1. Multiple repetition of a word based on the presented sample. Instruction:"Listen, repeat three or four times."

Sample speech material: banana, bread, bear, magnet, penguin, monument, sparrow, cockerel, orange, hammer, astronaut, lizard, teacher, etc.

Task 2. Multiple repetition of a word without relying on a standard.

Instruction:"Look, name, repeat several times."

Approximate speech and picture material: lemon, hammock, gnome, screw, sheep, cactus, star, satellite, panama, raspberry, plane, spikelet, pharmacy, football player, Pinocchio, caterpillar, teacher, etc.

Note. The picture material of the previous complexes is used.

Complex G

Tasks to identify the features of the state of the syllabic composition of a word in a minimal context. They are offered in order to clarify the possibilities of using words of varying degrees of complexity in the composition of phrases and sentences.

Task 1. Completion of phrases and sentences (substitution the right word) based on the picture.

Instruction:“I will start talking and you will finish. The picture will help you.

Speech and picture material:

a) adding a word without changing its grammatical form: “Yellow ... (lemon); Katina ... (Panama); floats ... (steamboat); prickly ... (cactus); brave ... (soldier); long-nosed ... (Pinocchio) ";

b) adding a word with a change in its grammatical form: “I draw ... (a caterpillar); we fed... (Bima); we will fly on ... (airplane); I will put the letter in ... (envelope); I want to be ... (cosmonaut); I dream of ... (a bicycle)."

If necessary, the speech therapist uses a pointing gesture to a picture and / or a question (for example: “We will fly ... on what?”).

Note. Picture material is given to the words in brackets.

Task 2. Reflected pronunciation of constructions, including words of various structural complexity.

Instruction:"Look, listen, repeat."

Speech and picture material:

a) Bim is at home; Bim is sleeping; Bim is resting; shaggy Bim; Beam is sweeping; Bim is hunting;

b) Bim is driving a truck; Beam plays the piano; Beam feeds a chicken; Beam saw a penguin; Beam buys groceries; Bim works as a policeman.

Complex D

Tasks to identify the features of multiple reproduction of phrases and sentences. They are offered in order to find out the possibilities to keep the program of action in the process of pronunciation.

Task 1. Multiple (3-4 times) reproduction of the construction with constant presentation of the sample.

Instructions:"Listen, repeat"; "Listen again, repeat." Etc.

Speech and picture material: a bunny jumps; tankers are riding; indoor flower; the dwarf eats bread; Galina eats raspberries; the gardener is watering the wild rose.

Task 2. Multiple (3-4 times) reproduction of the design without constant presentation of the sample.

Instruction:"Listen, repeat a few times."

Speech and picture material: a car is driving; colored paper; sweet bananas; signs at the crossroads; satellites in space; fox under the bush.

The level of complexity of the syllabic structure of the word, available for pronunciation;

The number and nature of distortions;

The state of the rhythmic pattern of words during playback (scanning, the presence of stresses);

Temping characteristics of word reproduction (speed, pausing);

Presence/absence of a certain type of distortion;

Strategy for analyzing the structure of a lexical unit;

Checking the correctness of the pronunciation of the word.

Types of words (according to A.K. Markova)

Grade 1 - two-syllable words from two open syllables:

skis - vase - beads -

saw - frame - goat -

dog - birch -

cow - crow -

chicken - boots -

Grade 3 - monosyllabic words

cheese - onion -

poppy - cat -

ball - cancer -

Grade 4 - two-syllable words with one closed syllable:

cock - pencil case -

lemon - puppy -

hut - fence -

Grade 5 - two-syllable words with a confluence of consonants in the middle of the word:

doll - shoes -

cone - cup -

boat - barrel -

watermelon - kettle -

hoop - tray -

album - bear -

drum - kolobok -

plane - tomato -

phone - well -

apple - candy -

chess - shirt -

sausage - bottle -

pencil - grapes -

chick - bus -

grasshopper - shoemaker -

matryoshka - dummy -

hut - carrot -

toy - hairbrush -

Grade 11 - monosyllabic words with a confluence of consonants at the beginning or end of the word:

flag -elephant -

bread - tiger -

mushroom - leaf -

Grade 12 - two-syllable words with two consonant clusters:

star - matches -

nests - saucer -

beets - tractor -

corn - button -

turtle - Pinocchio -

lizard - mitten -

In addition to the words that make up the 13 classes, the pronunciation of more complex words is also assessed: “cinema”, “policeman”, “teacher”, “thermometer”, “scuba diver”, “traveler”, etc.

Data from the study of the syllabic structure of children with erased dysarthria showed that words of classes 1-4 of the syllabic structure are most accessible to them. Normally, this type of words of the syllabic structure is formed by the age of three.

The isolated pronunciation of words of classes 5-8 of the syllabic structure requires an increase in self-control and some scanning, i.e. post-syllable pronunciation. The inclusion of these words in a phrase worsens the performance of the sound-syllabic structure. The erroneous reproduction of words in grades 9-13 is observed both with isolated naming from pictures and with reflected repetition after a speech therapist. Their inclusion in the phrase reveals a variety of violations: omissions, permutations, etc. Many children refuse the task and say: “I can’t”, i.e. pre-assess their capabilities.

Words of increased complexity (outside 13 grades), many children with erased dysarthria either refuse to name, repeat after a speech therapist, or distort the sound-syllabic structure in such a way that the word becomes completely distorted. The speech therapist visually notes difficulties in articulatory motility: kinesthetic dyspraxia, when the child selects the desired articulation, or kinetic dyspraxia, when he cannot switch to the next articulation. In addition, synkinesis, slow and tense movements of the organs of articulation are noted. Most children with erased dysarthria cannot pronounce words of a complex syllabic structure in a sentence, although the meaning of these words is being clarified, some work is being done on semantization, not only because of the difficulties of speech movements, but in some cases also because of a decrease in auditory memory by a sequential linear series . So, almost all the children did not cope with the task of repeating the sentence:

Meatballs are fried in a frying pan.

Spring streams murmur merrily.

The teacher teaches the students.

Interesting observations can be considered in children with erased dysarthria, along with difficulties in reproducing words of a complex syllabic structure, and a violation of general rhythmic abilities. Children cannot repeat a simple rhythmic pattern: clap your hands 1, 2, 3 times, perform a series of claps “1, 2” pause “1, 2” etc. They cannot slap a similar rhythmic pattern with different strength, i.e. make an accent according to the pattern that the speech therapist demonstrates (1 time hard hit, 2 times softly).

The disorders revealed in the study of the rhythmic abilities of children with erased dysarthria correlate with their motor insufficiency in the general, fine, manual and articulatory spheres. A feature of some children with erased dysarthria is the correct reproduction of the contour of the words of the first four classes (according to Markova), but expressed by a violation of sound filling. Correctly repeating three complex words after a speech therapist, children often distort them in spontaneous speech, reducing the number of syllables. With the correct reproduction of the contour of these words, multiple errors are noted in the transfer of the sound content of words; permutations and replacement of sounds, syllables, assimilation of syllables, contraction at the confluence of consonants in a word. The largest number The listed errors account for the pronunciation of words of 10-13 classes and increased syllabic complexity. Low-frequency words are often reduced. noted limited capacity perception and reproduction of the syllabic structure of the word. Children often distort the syllabic structure of rarely used but familiar words, even those consisting of correctly pronounced sounds.

The results of the study indicate that the process of formation of the syllabic structure of a word in preschool children with erased dysarthria differs significantly from the age norm. Analysis of the research results allows you to determine low level the formation of the leading components that are significant for the formation of the syllabic structure of the word: the level of mastery of sound pronunciation, indicators of formation phonemic processes, the state of articulatory motility. A high degree of interdependence is determined between the state of articulatory motor skills and sound pronunciation, the formation of the syllabic structure of the word and phonemic hearing.

Studying violations of sound pronunciation depending on types, syllables, O.Yu. Fedosova found that sound disturbance is unstable. Thus, the pronunciation of whistlers significantly worsens in closed syllables and with a confluence of consonants, and hissing - only with a confluence of consonants. Sonorants are sharply distorted in syllables with a confluence of consonants. This feature should be taken into account when planning corrective work in the sound automation section. The greatest attention should be paid to the automation of whistlers, fixing them in closed syllables and confluence. When correcting sonorant sounds, the greatest attention should be paid to practicing sounds in syllable exercises with a confluence of consonants. When automating hissing sounds, the pronunciation of the set sound in an open, closed, intervocalic position is trained to varying degrees, and a little more attention is paid to syllables with a confluence of consonants. The complication of the syllabic structure entails a deterioration in sound pronunciation. This applies to all phonetic groups.^

Examination of the syllabic structure of words
in children with erased dysarthria

A series of tasks is aimed at identifying the nature of violations of the syllabic structure of words in children with erased dysarthria. To examine the syllabic structure and sound-filling of words, words with certain sounds and with a different number of syllables are selected. The types of syllables vary: open [SG], closed [GS], with confluence [SSG], [GSS], [SSSG] at the beginning, middle and end of the word. The possibility of pronouncing words of different syllabic structure is being investigated: monosyllabic, two-syllable, with confluence, etc., words of 13 classes according to Markova are sequentially examined. The possibility of reproducing the rhythmic pattern of words, the perception and reproduction of rhythmic structures (isolated beats, series simple blows, a series of accented strokes). Children are invited to name subject pictures, repeat words in reflection after a speech therapist, and answer questions.

In addition, they offer to repeat rows of syllables consisting of:

From different vowels and consonants, for example, "ka - tu - bo";

From different consonants, but the same vowels, for example, "ka - ha - yes";

From different vowels, but the same consonants, for example, “ta-to-tu”;

From the same vowels and consonants, but with different stress (accented) pa - pa - pa, yes - yes - yes, pa - pa - pa.

The study included the reflected repetition of sentences with words of complex syllabic structure.

Purpose of the study:

1. Identify those frequency classes of words whose syllabic structure is preserved in the child's speech.

2. Identify those classes of the syllabic structure of words that are grossly violated in the child's speech.

3. Determine the type of violation of the syllabic structure of the word.

Types of violation of the syllabic structure of the word - see paragraph 5.2.

By the nature of the violation of the syllabic structure, one can determine the level of OHP.

1. The study of the formation of the syllabic structure of words of classes 1-3 (according to Markova)

Grade 1 - two-syllable words from open syllables:

water

fly teeth

Grade 2 - three-syllable words from open syllables:

dog

berries

milk

Grade 3 - monosyllabic words:

ball

house nose

1 class:

Criteria for evaluation:

4 points - clearly reproduces the syllabic structure of all words.

2 points - pronounces slowly, by syllables, distorts some words.

1 point - the majority of words distorts, distorts the sound filling of words.

0 points - distortion of the syllabic structure of words both during repetition and during independent reproduction from the picture.

2. The study of the formation of the syllabic structure of words of grades 4-6 (according to Markova)

1) Instruction: "Repeat the words after the speech therapist."

Grade 4 - two-syllable words with a closed syllable:

broom

iron

spider

Grade 5 - two-syllable words with a confluence in the middle of a word:

jar

skirt letter

Grade 6 - two-syllable words with a closed syllable and a confluence of consonants:

kettle

compote tray

2) Instruction: "Name the pictures."

4th grade: 5th grade: 6th grade:

lemon mouse apron

ax cat album

pencil case fork notebook

Criteria for evaluation:

3 points - reproduces the syllabic structure correctly, but tensely, slowly.

2 points - pronounces scantly, on the second attempt.

1 point - reproduces most of the words, distorting the syllabic structure.

0 points - refuses to repeat some words and name pictures, distorts the rest in terms of structure and sound content.

3. The study of the formation of the syllabic structure of words in grades 7-9 (according to Markova)

1) Instruction: "Repeat the words after the speech therapist."

Grade 7 - three-syllable words with a closed syllable:

bun

tomato

a pineapple

Grade 8 - three-syllable words with a confluence of consonants:

Apple

chess

a pineapple

Grade 9 - three-syllable words with a confluence of consonants and a closed syllable:

bus

grasshopper

octopus

2) Instruction: "Name the pictures."

7th grade:

monument

chick

pencil

Criteria for evaluation:

4 points - correctly repeats words and names pictures.

3 points - reproduces the syllabic structure correctly, but with hesitation.

2 points - the syllabic structure is reproduced in slow motion.

1 point - the syllabic structure of most words is distorted.

0 points - refuses to repeat some words and name some pictures.

The reproduced syllabic structure of other words is distorted.

4. Study of the formation of the syllabic structure of words in grades 10-13 (according to Markova)

1) Instruction: "Repeat the words after the speech therapist."

Grade 10 - three-syllable words with two sets of consonants:

matryoshka

hut

a toy

Grade 11 - monosyllabic words with a confluence of consonants at the beginning or end:

the words:

flag

bread

wolf

Grade 12 - two-syllable words with two consonant clusters:

star

barbell

nest

Grade 13 - four-syllable words from open syllables:

piano

blackberry

corn

2) Instruction: “Name the pictures.

Grade 10:

tassel

turtle

bulb

caterpillar

basket

pyramid

Criteria for evaluation:

4 points - the syllabic structure of all words of grades 10-13 is reproduced correctly.

3 points - the syllabic structure is reproduced, but the sound filling is broken.

2 points - words are reproduced in slow motion, scanned, by syllables, worse by pictures than reflected.

1 point - the syllabic structure is distorted for all classes of words and the sound content is disturbed.

0 points - refusal to complete the task.

5. Study of the formation of the syllabic structure of words with a complex syllabic structure

1) Instruction: "Repeat the words after the speech therapist."

Note 1. The understanding of the meaning of words is preliminary clarified. If necessary, specify the meaning of the word different ways sementization (showing a picture, explaining through the context, etc.) If the word is not in the passive dictionary, then this word is removed from the lexical material of the survey.

Note 2. Words that are semantically complex are underlined.

birdhouse

curdled milk

medicine

trolleybus

television

transport

construction

salon

2) Instruction: "Name the pictures."

tankman

pan

astronaut

scuba diver

thermometer

cinema

policeman

aquarium

Criteria for evaluation:

4 points - the syllabic structure of all words is reproduced correctly.

3 points - slow, scanned, syllable-by-syllable reproduction of the word is broken.

2 points - distorts the syllabic structure when naming pictures.

1 point - the syllabic structure of more than half of all words is distorted.

0 points - grossly distorts the syllabic structure of the word both in reflection and in independent naming according to the picture. Refusal to complete the task.

6. Exploring the possibility of repeating a number of syllables

1) Instruction: "Repeat after the speech therapist." Note: suggest syllables consisting of different vowels and consonants.

PA - TU - KO

TA - PU - BO

YES - TU - PO

2) Instruction: "Repeat after the speech therapist."

Note: they suggest syllables consisting of different consonants, but the same vowels.

KA - GA - YES

PO - KO - KO

BU - PU - GU

3) Instruction: "Repeat after the speech therapist."

Note: suggest syllables consisting of different vowels, but the same consonants.

PA - PO - PU

BO - BU - BA

KU - KA - KO

4) Instruction: "Repeat after the speech therapist."

Note: they offer the same syllables, but pronounced with different voice strengths (i.e. under stress). TA - TA - TA

TA - TA - TA

TA - TA - TA

Criteria for evaluation:

4 points - correctly repeats all rows of syllables in all four samples.

3 points - difficulty only in the fourth test for accented syllables.

2 points - difficulties in 1, 2, 4 tests.

1 point - does not cope with tests consisting of three syllables, but performs 1, 2, 3 tests of two syllables.

0 points - does not cope with all tests. Refusal to complete the task.

Note: Difficulties in reproducing a series of three syllables may be due to shortcomings in auditory memory for a linear series. In this case, it is proposed to reduce the syllable rows to two syllables in a row.

7. Research into the possibility of reproducing rhythmic structures

1) Instruction: “Listen to how I knock, and now repeat the blows after me” (! - blow - pause).

Note: you can slap a rhythmic pattern with your hand on the table, with a hammer on a metallophone, on a drum, with a stick, rattle, clap your hands, hit a tambourine, etc.

! - !

!! - !!

! - !!

!! - !

! - ! - !!

!! - !! - !

2) Instruction: "Clap your hands as many times as there are dots on the card."

Note: cards with a different number of points are presented in advance.

3) Instruction: "Repeat the blows after me as accurately as possible."

Slapping rhythmic pattern with different force: ! - quiet, ! - loudly.

Note: it is better to study the reproduction of rhythmic accentuated structures using a tambourine, a metallophone, a drum.

! - !

! - ! - !

! - ! -!

! - !

! - ! - ! - !

Criteria for evaluation:

4 points - accurate reproduction of rhythmic structures after the first presentation.

3 points - correct reproduction after the second presentation.

2 points - the appearance of errors after the second presentation.

1 point - erroneous reproduction after the third presentation;

0 points - refusal to perform, the complete impossibility of reproducing samples.

8. Study of the possibility of reproducing the rhythmic pattern of a word with strokes

1) Instruction: “Let's say the word together in parts (by syllables) and slap each part (syllable). Tell me, how many parts (syllables)?

1st class words

2nd class words

Masha summer

milk rocket

mouse soap

newspaper machine

Flour paw

shovel kittens

Criteria for evaluation:

4 points - conjugately reproduces the rhythmic structure of words and correctly counts the number of word parts (syllables).

3 points - does not conjugately reproduce the rhythmic structure of words of the 2nd class, but the count of the number of parts (syllables) is carried out correctly, focusing on the speech therapist's exaggerated slapping.

2 points - conjugately reproduces the rhythmic structure of words of the 1st class, but does not count the number of parts (syllables) of words.

1 point - slaps without taking into account the rhythmic structure of words. The number of strokes does not match the number of syllables. The number of syllables is not determined.

0 points - not included in the associated activity. Refusal to perform.

2) Instruction: "Name the picture, and then slap the word in parts (syllables)."

1st class words

2nd class words

boots -

Criteria for evaluation:

4 points - correctly reproduces the rhythmic structure of words.

3 points - reproduces the rhythmic structure of words out of sync with pronunciation.

2 points - reproduces the rhythmic structure of only words of the 1st class.

1 point - the number of strokes does not match the number of syllables.

0 points - does not reproduce the rhythmic pattern of the word after repeated attempts.

9. Study of the possibility of pronouncing sentences with complex syllabic words

Instruction: "Repeat the sentences after the speech therapist."

Words that are complex in semantics are explained and specified. If the words are not in the child's passive vocabulary, then sentences containing these words are excluded from the survey material. Words with complex semantics are underlined in the text.

# The guide conducts the tour.

# The plumber is fixing the plumbing.

# The traffic controller regulates traffic.

# Colorful fish swim in the aquarium.

# Builders are working on the construction of a high-rise building.

# Hair is cut at the barbershop.

# Spring streams murmur merrily.

# Cutlets are fried in a frying pan.

Criteria for evaluation:

4 points - the syllabic structure of the words in the sentence is reproduced correctly.

3 points - slow, scanned, syllable-by-syllable reproduction of the syllabic structure of words.

2 points - distorts the syllabic structure in 2-3 sentences after a double repetition.

1 point - distorts the syllabic structure in 4-5 sentences after two or three repetitions.

0 points - in all answers it allows gross distortions of the syllabic structure of words. Rejection of answers.

10. Study of the syllabic structure of words when answering questions

Instructions: "Listen and answer the questions."

Words that are complex in semantics are specified and explained.

What is fried in a pan? (cutlets)

Who fixes the plumbing? (plumber)

Who is conducting the tour? (guide)

Who controls traffic? (adjuster)

Who cuts hair? (the hairdresser)

What is a fish house called? (aquarium)

Who teaches the students? (teacher)

Evaluation Criteria1:

4 points - correct reproduction of the syllabic structure of words.

3 points - slow, scanned reproduction of the syllabic structure of words.

2 points - distorts the syllabic structure in 2-3 answers.

1 point - distorts the syllabic structure in 4-5 answers. Makes mistakes even after two or three repetitions.

0 points - in In all responses, he admits gross distortions of the syllabic structure of words, or he does not answer. Refuses to answer: "I can't say that."

As a result of the study of the syllabic structure of a child with erased dysarthria, it is possible to draw up a profile of the development of the child's syllabic structure.

Profile of the development of the syllabic structure of the words of a child with erased dysarthria

Chart No. 5

Examination parameters:

1) syllabic structure of words of 1-3 classes;2

2) the syllabic structure of words of grades 4-6;

3) the syllabic structure of words in grades 7-9;

4) syllabic structure of words in grades 10-13;

5) the syllabic structure of words of increased syllabic complexity;

6) repetition of different types of syllable rows;

7) reproduction of rhythmic structures;

8) reproduction of the rhythmic pattern of words;

9) reproduction of sentences with words of a complex syllabic structure;

10) reproduction of the syllabic structure of words when answering questions.

Graph No. 4 shows that the child has difficulties in samples 4, 5, 6, 9, complete failure was determined in samples 7, 8. This indicates serious difficulties in the motor sphere, poor switchability of movements. In addition to ascertaining the presence of violations of the syllabic structure, the qualitative side is analyzed. It is noted which classes of words are most distorted, and which are relatively formed. Further, it is noted under what conditions the sound filling noticeably deteriorates. As a result, the type of breakdowns in the syllabic structure is determined.

If a syllable is omitted (“siped” - bicycle) or a vowel sound is reduced (“platense” - towel), then this is elision (truncation).

If he repeats syllables (“grandmother”), then this is perseveration.

If it likens a syllable to another (“pepene” - cookies), then this is anticipation.

If he adds a syllable-forming vowel at the confluence of consonants ("tyrava" - grass), then this is an iteration.

If the syllables in the word are interchanged ("rakatan" - cockroach), then this is a permutation of syllables.

If syllables of two words stick together (“trashet” - the tractor plows), then this is contamination.

Such an analysis of the survey results will help determine priority areas correctional work on the formation of the syllabic structure of words in children with erased dysarthria. So, in our example (graph No. 4), we can see the weakest link associated with the rhythmization of movement and their switchability. This data will help to choose the optimal set of corrective measures.

conclusions

1. When mastering the syllabic structure, the child learns to reproduce the syllables of the word in the order of their comparative strength; at first, only the stressed syllable is transmitted from the whole word, then the first pre-stressed and, finally, weak unstressed syllables appear. The omission of weak unstressed syllables prevents the assimilation of the sounds included in them, and therefore the fate of different sounds and sound combinations is connected with the assimilation of the syllabic structure. The comparative power of A.N. Gvozdev calls "the main reason affecting the preservation of some syllables in a word and the omission of others."

2. Gvozdev believes that in the transfer of the sound composition of the word by the child, first of all, one should consider the assimilation of the syllabic structure of the word by him, because. the fate of different sounds and combinations of sounds is connected with this. As you know, words consist of several syllables, having as their center a stressed syllable characterized by the greatest force and clarity of pronunciation, unstressed syllables with less force adjoin it. It is typical for the syllabic structure of Russian words that the strength of unstressed syllables is not the same: among them, the first pre-stressed syllable is the strongest. These features of the syllabic structure of the word very clearly affect the reproduction of words by the child.

3. The child does not immediately master the ability to reproduce all the syllables of a word: during a certain period, a skip (elision) of syllables is observed. main reason, affecting the preservation of some syllables in a word and the omission of others, is their comparative strength. Therefore, the stressed syllable is usually preserved. This is especially evident in the way the child shortens disyllabic and trisyllabic words to one syllable.

4. A.K. Markova defines the syllabic structure of a word as an alternation of stressed and unstressed syllables of varying degrees of complexity, offers four parameters of syllabic structure: stress, number of syllables, linear sequence of syllables, and the model of the syllable itself.

5. The process of mastering the syllabic composition of a word is closely related to speech development in general, in particular, with the state of the phonemic and motor abilities of the child.

6. Insufficiency phonemic hearing in children with erased dysarthria, it inhibits the maturation of phonetic hearing, designed to follow the sequence of syllable rows in the child's speech.

7. E.N. Vinarskaya notes that in children, the syllabic structure is formed differently even in the norm. Some children learn the rhythmic structure of the word earlier, while others first have root words.

8. Markov identifies thirteen classes of words with different syllabic structures.

9. Children with predominant kinesthetic sensitivity learn the rhythmic structure of the word earlier; in children with leading auditory sensitivity, syllabic contrasts are formed earlier.

10. The nature of the syllabic structure of a word affects the sound content of the word and the features of sound pronunciation. The more complex the syllabic structures of words, the more numerous and significant the types of sound distortion.

11. Violations of the speech structure of words in children with erased dysarthria correlate with general motor and general rhythmic disorders.

12. In children with erased dysarthria, high degree interdependence between the state of articulatory motility, sound pronunciation, the formation of a syllabic structure and phonemic hearing.

Violations of the syllabic structure modify the syllabic composition of the word in different ways. Distortions are clearly distinguished, consisting in a pronounced violation of the syllabic composition of the word. Words can be deformed by:

1. Violations of the number of syllables:

a)Elysia - reduction (omission) of syllables): “hank” (hammer).

The child does not fully reproduce the number of syllables of the word. When the number of syllables is reduced, syllables may be omitted at the beginning of the word (“on” - the moon), in its middle (“gunitsa” - caterpillar), the word may not be agreed to the end (“kapu” - cabbage).

Depending on the degree of underdevelopment of speech, some children reduce even a two-syllable word to a one-syllable one (“ka” - porridge, “pi” - wrote), others find it difficult only at the level of four-syllable structures, replacing them with three-syllable ones (“button” - button):

- omission of a syllable-forming vowel.

The syllabic structure can be reduced due to the loss of only syllable-forming vowels, while the other element of the word, the consonant, is preserved (“prosonik” - a pig; “sugar bowl” - a sugar bowl). This type violations of the syllabic structure are less common.

b) Iterations:

- an increase in the number of syllables by adding a syllable-forming vowel in the place where there is a confluence of consonants (“tarava” - grass). Such an elongation of the structure of the word is due to its peculiar dissected pronunciation, which is, as it were, the “unfolding” of the word and especially the confluence of consonants into constituent sounds (“airship” - airship).

2. Violation of the sequence of syllables in a word:

- permutation of syllables in a word (“devore” - a tree);

- permutation of the sounds of neighboring syllables (“gebemot” - hippopotamus). These distortions take special place, with them the number of syllables is not violated, while the syllabic composition undergoes gross violations.

3. Distortion of the structure of a single syllable:

- reduction of the confluence of consonants, turning a closed syllable into an open one (“kaputa” - cabbage); a syllable with a confluence of consonants - into a syllable without a confluence (“tul” - a chair).

This defect is singled out by T.B. Filichev and G.V. Chirkin as the most common when pronouncing words of various syllabic structures by children suffering from OHP.

- insertion of consonants into a syllable (“lemon” - lemon).

4. Anticipation, those. likening one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).

5. Perseverations (from Greek word"I persist"). This is an inert stuck on one syllable in a word (“pananama” - panama; “vvvalabey” - sparrow).

The most dangerous perseveration of the first syllable, because. this kind of disruption of syllabic structure can develop into stuttering.