The article is a speech therapy work on the differentiation of phonemes. B

Elena Gordeeva
Speech therapy work on the formation of phonemic perception in preschool children with speech disorders

The importance and necessity of timely intervention in children with speech pathology was pointed out by many domestic researchers (G. A. Kashe, V. A. Kovshikov, R. E. Levina, R. I. Lalaeva, L. F. Spirova, T. B. Filicheva , M. F. Fomicheva, M. E. Khvattsev, G. V. Chirkina).

The main content of the correctional speech therapy work to overcome the phonemic underdevelopment is formation of phonemic oppositions, which are developed when teaching children the ability to differentiate phonemes(sounds) aurally (during hearing) and in own speeches(during speaking). Subsequence formation of phonemic oppositions is determined by the regularity of their appearance in the process of ontogenesis (N. Kh. Shvachkin, 1948).

One of the first phonemic oppositions brought up children should have an opposition conditionally called "Highlight a given sound - highlight all other sounds". When selecting linguistic material, tasks should be offered, with linguistic content gradually becoming more complex in terms of the degree of contrast. material: from sounds that are maximally contrasting to a given sound to sounds that are close in terms of acoustic and articulatory characteristics. So, at the initial stage of learning the sound "FROM" differentiated in a series of vowels sounds: S / a - e - and - o - y - s. Later, at the final stage - in a series of whistling sounds: S / s - s - s - c. To distinguish sound "FROM" and other sounds, both isolated words, syllables, sounds, and rows of words are used, syllables, sounds. For example, "Clap your hands if you hear a sound "FROM" in a row sounds: S - A - O - U - S - E - S - S - I - O - S. Other oppositions are worked out similarly.

Properly selected linguistic material acts as one of the important basic conditions corrections: not only the acoustic-articulatory characteristics of the sounds used in language units matter, but the fundamentally different sequence of the language units themselves, depending on formed sides of speech.

The sequence of the introduction of language units in the process corrections:

Perception of speech sounds

3 phrase

Playing speech sounds

4 phrase

The use of the above sequence corresponds to the ontogenetic principle. speech therapist it is necessary to observe the basic patterns of assimilation of language units in the norm (V. A. Kovshikov, 1985).

Language acquisition is in progress:

from understanding converted speeches for active use (from perception to play) ;

from large language units to small ones;

from elementary differentiation, from contrasts to shades;

from syntagmatic connections to paradigmatic ones;

from an unsaturated context to a saturated one;

from a rigid semantic context to a free context.

It must be remembered that the semantic function phonemes is realized in the word. For formation of phonemic perception it is desirable to use large language units. Reliance on the syntagmatic context allows children to accurately recognize right word with a given phoneme.

The text as the most expanded language unit is the simplest in terms of differentiation of oppositional phonemes. This is facilitated by reliance on the common meaning of all the phrases that make up the text. Task for differentiation phonemes pass easily, for example, in the following text:

"Snow is melting. A stream flows.

The branches are full of... doctors (rooks)." Correct or not? And how will it be right? Correct me!

Phonemes it is more difficult to distinguish in a phrase consisting of two or three words than in a maximally expanded phrase. Compare, for example, the following phrases: “The players scored ... count (Goal)." “Football players scored a decisive goal into the opponent’s goal ... count (Goal).»

Following texts and phrases in work phrases and words are included. For example: “Show me where the toothy rat is and where the tiled roof is!” At the initial stages work are based on phrases with a rigid semantic context, later the free context of phrases is used. For example: “Show me where the toy rat is and where the toy roof is!”.

One of the provisions of the ontogenetic principle: from contrasts to shades. This concerns, first of all, the sound composition of words offered to the child for differentiation. So, it is important to correctly determine the sequence of presentation of words that differ from each other in only one phoneme. For example, the word "barrel" first compared with words "bump, dot", later with the words "night, lobe", and only then with the word "bud".

The gradual complication of the material fixes the child's attention to the sound side of the word. Assignments contribute to the immersion of the child in "success situation", provide interest in classes, predetermine positive result all corrective speech therapy work.

assimilation phonemic language system occurs in close relationship between the two main processes: perception(hearing) phonemes and their reproduction(speaking). In ontogeny, the ability to distinguish speech sounds arises much earlier and develops more intensively than the ability to articulate. Phonemic hearing is significantly restructured in the older preschool age at acquiring written forms of speech: operations are of primary importance phonemic analysis and synthesis. The ability to analyze the sound composition of a word is central to learning to read and write, and the process of learning to read and write, in turn, has an impact on a more subtle and conscious child's perception of the phonetic-phonemic aspect of speech. In this way, importance in the correction system phonemic underdevelopment acquires the use of all speech processes.

Formation of phonemic perception in various types of speech activities:

1 – perception, 2 – reproduction, 3 - reading, 4 - writing.

Our proposed system speech therapy impact on the formation of phonemic perception during the corrective work includes three phases.

First stage. Sound perception. The audible sound is not pronounced. At this stage work children's actions when distinguishing sounds (phonemes) are limited to the reaction in the form of a variety of movements, gestures, presentation of cards with symbols.

Advanced stage. Perception and reproduction of sounds.

At an advanced stage of correction, it is proposed not only to isolate the sound by ear, but also to pronounce it (pronounce a syllable or word, with a given sound).

The final stage of correction. Perception, sound reproduction, followed by their consolidation in writing form of speech while reading and writing. At the final stage work should be formed the connection of sound with the letter, or rather the connection phonemes with grapheme. The sound is distinguished by ear, pronounced, indicated by the corresponding letter, which is read or written.

All assignments for reproduction sounds should include only correctly pronounced sounds. Operations phonemic analysis and synthesis are worked out on the material of clearly differentiated sounds.

In the correction system of the sound-producing side speech work on the formation of phonemic perception starts at preparatory stage, continues at the stage formation primary pronunciation skills and abilities (in the process of staging, automation and differentiation of sounds, and ends at the stage formation communication skills and abilities. It is advisable to form phonemic perception in speech correction classes and in literacy classes. The proposed tasks can be used both for correction phonemic perception as well as for diagnostics.

overcoming phonemic underdevelopment is one of the main areas speech therapy work in the process of correcting various speech disorders both oral and written forms of speech. Purposeful Work in a specialized preschool institutions will contribute not only to overcoming the main mechanisms phonemic underdevelopment, but will also ensure timely preparation of children for literacy and prevent the occurrence of violations writing .

Bibliography:

1 Galperin P. Ya. On the method of phased formation mental actions//Theory teachings: Reader / Ed. N. F. Talizina, I. A. Volodarskaya, Moscow: Russian psychological society, 1998.

2 Kovshikov V. A. Expressive speech. SPb., 1985.

3 Lalaeva R. I. Violation children's reading acquisition process. - M. 1983.

4 Tkachenko T. A. Special symbols in the preparation of 4-year-old children for literacy. - M .: Publishing house GNOM and D, 2000.

5 Khvattsev M. E. speech therapy. M., 1959.

6 Zeitlin S. N. Language and child. Children's linguistics speeches. M., "Vlados", 2000.

7 Elkin Yu. A. Towards research methodology violations sound pronunciation in children with expressive alalia. Children's speech: norm and pathology. Samara, 1996.

Speech therapy work on the differentiation of phonemes is carried out with the elimination of phonemic dyslexia, caused by a violation of phonemic recognition, acoustic differentiation of speech sounds.

Violation of auditory differentiation of speech sounds is manifested in the failure to assimilate letters, in substitutions of phonetically close sounds when reading.

The formation of differentiation of sounds is carried out based on various analyzers: speech-auditory, speech-motor, visual. Features of the use of certain analyzers are determined by the nature of the violation of differentiation.

In most cases, with phonemic dyslexia, letter substitutions when reading are due to fuzzy auditory perception and auditory ideas about sounds. The leading violation in this case is a violation of auditory differentiation. Therefore, work on the differentiation of mixed sounds must begin with a reliance on a more intact visual perception, tactile and kinesthetic sensations received from the organs of articulation during the pronunciation of speech sounds.

The use of kinesthesia in the differentiation of sounds quite often requires preliminary work on the refinement and development of kinesthetic sensations based on visual and tactile sensations.

The ability of kinesthetic discrimination is practiced in exercises to identify various speech organs (lips, tongue, vocal folds) during the pronunciation of speech sounds.

The ability to distinguish the position of the lips is initially practiced on the sounds I-U, since the difference in the position of the lips when pronouncing these sounds is significant.

Exercises can be as follows:

1. Pronounce the sound And in front of the mirror and say in what position the lips are in this case. If there are difficulties in answering, the speech therapist may ask an additional question: "Tell me, when pronouncing the sound AND, are the lips stretched in a smile or stretched forward?"

2. Pronounce the sound Y in front of the mirror. Answer in what position the lips are in this case.

3. Pronounce the sounds of the IU together. Determine if the position of the lips is the same when pronouncing these sounds.

4. After pronouncing the sound on your own, and determine the position of the lips (without looking in the mirror).

5. Pronounce the sound U, determine the position of the lips when pronouncing it (without looking in the mirror).

6. Pronounce the sounds I-U in sequence and answer, when pronouncing which sound the lips are stretched.

7. Pronounce the sounds I-U and determine which sound the lips are extended forward when pronouncing.

8. Determine the sound by soundless articulation, i.e. according to the position of the lips of a speech therapist.

9. Determine the first and last sound by the silent articulation of the rows of IU, IU.

Similarly, differences in the position of the lips are worked out when pronouncing the vowels I-A, U-O, the consonants M (lips are closed) and L (lips are open), etc.

The ability to kinesthetically distinguish the position of the tip of the tongue (raised or lowered) is formed on the sounds: C-T, A-D, A-L, A-T.

Differences in the way sounds are formed (bow or gap) are clarified in the process of differentiating the sounds Sh-T, Zh-D. Attention is drawn to the fact that when pronouncing the sounds Sh and Zh, the tip of the tongue is raised, but does not touch the alveoli, and when pronouncing T and D, a bow is formed, the tip of the tongue is pressed against the upper alveoli (to the tubercles of the upper teeth).

The ability to kinesthetically distinguish between a narrow and a wide tip of the tongue is developed on sounds N-L. When pronouncing these sounds, the tip of the tongue is raised and pressed against the alveoli of the upper teeth. The attention of students is drawn to the fact that when articulating the sound H, the tip of the tongue is wide, and when pronouncing L, it is narrow.

The difference in the work of the vocal folds during the pronunciation of voiced and deaf is worked out first on sounds that are not mixed in pronunciation. To do this, you can use the tactile sensations of the hand, obtained by vibration of the larynx at the time of pronouncing voiced sounds. The speech therapist invites children to attach the thumb and forefinger to the larynx from the side of the palm or its back side. With the help of these techniques, they learn to determine the presence of trembling of the vocal folds when pronouncing voiced and the absence of trembling of the larynx when pronouncing deaf consonants. Subsequently, children can be given the task to determine the presence or absence of trembling of the larynx when pronouncing mixed voiced and deaf sounds.

Such preliminary work on the development of kinesthetic sensations prepares children for work on the development of auditory differentiations.

In speech therapy work on the differentiation of sounds, it must be taken into account that the improvement of hearing-related differentiations is carried out more successfully if it is carried out in close connection with the development of phonemic analysis and synthesis. The more accurately the child represents the sound structure of the word, the place of each sound in it, the more clearly he determines its character, the more correctly differentiates the sounds of speech. The development of the function of phonemic analysis thus contributes to the improvement of auditory differentiation.

Most often, with phonemic dyslexia in children, the differentiation of the following oppositional sounds is disturbed: affricates and the sounds that make up them (Ts-S, Ch-Th, Ch-Sch), voiced and deaf, especially stop (D-T, B-P, G-K), whistling 3-C, hissing Zh-Sh, hard and soft, whistling and hissing (S-Sh, 3-F, C-Ch). Taking into account the gradual complication, we can recommend the following sequence in working on sounds: B-P, D-T, G-K, 3-S, W-Sh, S-Sh, 3-F, C-S, W-TH, H -SCH.

Speech therapy work on the formation of auditory differentiation of specific pairs of mixed sounds includes two stages: the first is a preliminary stage of work on each of the mixed sounds; the second is the stage of auditory and pronunciation differentiation of mixed sounds.

At the first stage the pronunciation and auditory image of each of the mixed sounds is consistently specified. The work is carried out according to the following plan.

Clarification of the articulation of sound based on visual, auditory, tactile perception, kinesthetic sensations. For example, when clarifying the correct articulation of the sound C, it is necessary to pay attention to its pronunciation: the lips are stretched as if in a smile, the tip of the tongue is behind the lower teeth; with the help of tactile sensation, it is clarified that when pronouncing this sound, a narrow cold stream of air is formed, the vocal folds do not tremble. The auditory image of sound is compared with non-speech sound (as if water is flowing from a tap).

Isolation of sound against the background of a syllable. To do this, it is necessary to teach children to isolate a sound from a syllable by ear and in pronunciation, to distinguish between syllables with a given sound and without it. So, a speech therapist names syllables that include a sound, for example, C and do not have it (YES, SA, VO, NY, SY, LU, SO, SU). Children should raise a flag or a letter if the sound C is heard in the syllable.

Formation of the ability to determine the presence of sound in a word. The speech therapist suggests words that include this sound and do not have it. Words with similar acoustically and mixed in pronunciation sounds are excluded. The sound being studied must be associated with the corresponding letter. For the first time, a letter is introduced only after recognizing the sound in a different sound environment. In this case, the letter is associated not only with an isolated sound, but also with a phoneme, i.e. with a general idea of ​​sound. Thus, the mechanical connection of the letter and the isolated sound is excluded, which can serve as an additional difficulty in the formation, first of all, of the continuous reading of syllables and words.

To form the ability to determine the presence of a sound in a word, the following exercises are offered: 1. Raise the letter corresponding to the given sound.

2. Name the pictures; select those whose names contain a given sound (pictures for mixed sounds are excluded). When differentiating the sounds С and Ш, for example, at the first stage only words with and without the sound С are included. Words with the sound Ш and other phonetically similar sounds (whistling and hissing) are excluded. Sample pictures: owl, fish, bag, desk, shovel, forest, dog.

3. Match the given letter with pictures that have the appropriate sound in their names (the pictures are not named). Pictures are not offered, in the name of which there are phonetically similar sounds and sounds mixed by children.

This task is more difficult than the previous one, since when performing it, the child relies not on the auditory perception of sound or its articulation, but on the idea of ​​​​it.

4. Come up with words that include the sound corresponding to the presented letter.

5. Divide the page into two parts. Write a letter on the left, draw a dash on the right. Speech therapist pronounces various words. If the student hears a word with a given sound, he must draw a circle (or write a word) under the letter, if the word does not contain the desired sound, the circle is placed (or the word is written) where the dash is made.

Determining the place of sound in a word: at the beginning, middle, end of a word, after which sound, before which sound.

Selecting a word with a given sound from a sentence. It is proposed, for example, to select words from a sentence that include a given sound.

According to the specified plan, each of the mixed sounds is worked out.

At the second stage a comparison is made of specific mixed sounds in pronunciation and auditory terms. The differentiation of sounds is carried out in the same sequence as the work to clarify the auditory and pronunciation characteristics of each sound. However, the main purpose of this stage is to distinguish sounds, therefore speech material should include words with mixed sounds.

As an example, a sequence of speech therapy work on the differentiation of sounds С and Ш is proposed.

SPEECH DISORDERS AND THEIR CORRECTION IN SENSOR AND INTELLECTUAL INSUFFICIENCY

Chapter 14

Phonetic and phonemic underdevelopment - a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes

This category includes children with normal hearing and intelligence. With the development of speech therapy science and practice, physiology and psychology of speech (R. M. Boskis, R. E. Levina, A. R. Luria, F. A. Pay, E. F. Pay, M. E. Khvattsev, L. F. Chistovich, N. Kh. Shvachkin) it became obvious that in cases of violation of the articulatory interpretation of an audible sound, its perception may deteriorate to varying degrees. R. E. Levina and V. K. Orfinskaya, on the basis of a psychological study of children's speech, came to the conclusion that phonemic perception is essential for the full assimilation of the sound side of speech. It was found that in children with a combination of impaired pronunciation and perception of phonemes, there is an incompleteness in the processes of formation of articulation and perception of sounds that differ in subtle acoustic-articulatory features.

The state of phonemic development of children affects the mastery of sound analysis.

Secondary underdevelopment of phonemic perception is also observed in violations of speech kinesthesia that occur with anatomical and motor defects of the speech organs. In these cases, the normal auditory-pronunciation interaction, which is one of the most important mechanisms for the development of pronunciation, is disrupted. It matters and low cognitive activity child in the period of speech formation, weakened voluntary attention.

With a primary violation of phonemic perception, the prerequisites for mastering sound analysis and the level of skill development sound analysis lower than in the secondary.

The most common form of impairment is distorted pronunciation of sounds, in which some similarity of sound to the normative sound is retained. Usually, in this case, the perception of hearing and differentiation with close sounds does not suffer.

This form of impairment, such as the absence of sound or substitution of similar articulations, creates conditions for the mixing of the corresponding phonemes and complications in acquiring literacy.

When mixing close sounds, the child develops articulation, but the process of phoneme formation is not yet completed. In such cases, it is difficult to distinguish between close sounds from several phonetic groups, and the corresponding letters are mixed.

In the phonetic-phonemic development of children, several conditions are revealed:

insufficient discrimination and difficulty in analyzing only sounds that are disturbed in pronunciation. The rest of the sound composition of the word and syllabic structure are analyzed correctly. This is the mildest degree of phonetic-phonemic underdevelopment;

insufficient discrimination a large number sounds from several phonetic groups with their well-formed articulation in oral speech. In these cases, sound analysis is violated more severely;

with deep phonemic underdevelopment the child "does not hear" the sounds in the word, does not distinguish the relationship between sound elements, is unable to distinguish them from the composition of the word and determine the sequence.

Thus, the shortcomings of sound pronunciation can be reduced to the following characteristic manifestations:

replacement of sounds with simpler articulations, for example: sounds with and w are replaced by sound f;

the presence of diffuse articulation of sounds, replacing a whole group of sounds;

unstable use of sounds in various forms speech;

distorted pronunciation of one or more sounds.

Pronunciation errors must be evaluated in terms of their significance for speech communication.

Some of them affect only the formation of shades of phonemes and do not violate the meaning of the statement, others lead to a mixture of phonemes, their indistinguishability. The latter are more rude, as they violate the meaning of the statement.

In the presence of a large number of defective sounds, as a rule, the pronunciation of polysyllabic words with a confluence of consonants is disturbed ("kachikha" instead of a weaver). Such deviations in the children's own speech also indicate an insufficient formation of phonemic perception.

The low level of proper phonemic perception is most clearly expressed in the following:

fuzzy distinction by ear of phonemes in one's own and someone else's speech (primarily deaf - voiced, whistling - hissing, hard - soft, hissing - whistling - affricate, etc.);

unpreparedness for elementary forms of sound analysis and synthesis;

difficulty in analyzing the sound composition of speech.

In children with phonetic-phonemic underdevelopment, there is often a certain relationship between the level of phonemic perception and the number of defective sounds, i.e., the more sounds are not formed, the lower the phonemic perception. However, there is not always an exact correspondence between pronunciation and perception of sounds.

After examining children with phonetic-phonemic underdevelopment, the following is necessary:

group defective sounds according to the degree of participation of the organs of articulation and isolate violations: sounds of early ontogenesis (m, p, b, t", g, x, s") and middle ontogenesis (s, hard, soft, l, voicing of all consonants);

identify mixed sounds and substitute sounds that are also encountered in normal speech development (at a certain age stage);

isolate distorted sounds due to the incorrect arrangement of the organs of articulation (r throat, etc.);

isolate sounds that have constant substitutes from those that are simpler in articulation.

When analyzing the results of a survey of phonemic perception, a speech therapist should pay attention to some aspects.

Does the fuzzy perception of sounds correspond to their incorrect articulation (or lack of correct articulation)?

Is there a large number of indistinctly perceived sounds with a small number of incorrectly pronounced ones?

Under what conditions does phonemic underdevelopment manifest itself (irregularly; in complex phonetic positions, with the perception of paronymic words)?

What is the nature of specific errors in writing (for schoolchildren)? How do they relate to the state of phonemic perception?

Based on the material of speech utterances, an assessment is made of the formation of the sound-syllabic structure of speech and the lexical and grammatical development of children.

Speech therapy assistance to this category of preschool children is carried out in special kindergartens, in a polyclinic, and for school children - at speech therapy centers.

Correction of phonetic and phonemic underdevelopment in children preschool age

Overcoming phonetic and phonemic underdevelopment is achieved through targeted speech therapy work to correct the sound side of speech and phonemic underdevelopment.

The system of education and upbringing of preschool children with phonetic and phonemic underdevelopment includes the correction of a speech defect and preparation for full-fledged literacy training (G. A. Kashe, T. B. Filicheva, G. V. Chirkina, later T. V. Volosovets, T. V. Tumanova).

Children entering groups with phonetic and phonemic underdevelopment must acquire the amount of basic knowledge, skills and abilities that are necessary for successful learning in a public school.

There are special sections on the formation of pronunciation and teaching literacy.

Speech therapy work includes the formation of pronunciation skills, the development of phonemic perception and the skills of sound analysis and synthesis.

Correctional education also provides for a certain range of knowledge about the environment and the corresponding volume of vocabulary, speech skills and abilities that must be mastered by children at this age stage.

On the material of the correct pronunciation of sounds, the following is carried out:

development of attention to the morphological composition of words and the change of words and their combinations in a sentence;

education in children the ability to correctly compose simple common and complex sentences, use different constructions of sentences in connected speech;

development of coherent speech, work on a story, retelling with the formulation of any correctional task;

development of children's vocabulary by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;

Development of voluntary attention and memory.

Carrying out corrective education of children with phonetic and phonemic underdevelopment, a speech therapist takes into account the patterns of the process of mastering the sound side of speech in the norm, which are formed by gradually developing differentiation in the sphere of distinguishing characteristic features.

The complex interaction of functions involved in the formation of phonemic representations requires a dissected phased formation both full-fledged articulation of sounds, and their reception.

Frontal classes to clarify articulation, to develop phonemic perception and to prepare children for the analysis and synthesis of the sound composition of a word are necessarily carried out on sounds that are correctly pronounced by all children. Then, in a certain sequence, the sounds delivered by this time are turned on.

Differentiation of sounds at all stages of learning is given great attention. Each sound, after its correct pronunciation has been achieved, is compared by ear with all articulatory or acoustically close sounds (stage I of differentiation). Later, after mastering the articulation of the second of a pair of interchangeable sounds in speech, differentiation is made not only by ear, but also in pronunciation (stage II of differentiation).

Such a sequence of work makes it possible to include exercises in distinguishing sounds very early, which contributes to the spontaneous appearance of new sounds in children's speech and greatly facilitates the second stage of work on differentiation. Thanks to the developed auditory control, it ends much faster.

Based on refined pronunciation skills, the simplest forms of phonemic perception are carried out, that is, the ability to hear a given sound (among other sounds); identify the presence of a given sound in a word. The production of sounds is carried out with the maximum use of all analyzers.

Children's attention is drawn to the main elements of the articulation of sounds during the initial production, which is only one of the stages in learning a new sound. Particular methods of correction are determined and detailed depending on the state of the structure and function of the articulatory apparatus. When fixing articulation, the sequence of sound positions from the most favorable to the least favorable for pronunciation, from easy to difficult, is established by a speech therapist, taking into account the characteristics of the articulation base of the native language.

The following is taken into account

for the initial production, sounds belonging to various phonetic groups are selected;

the sounds mixed in the speech of children are gradually worked out delayed in time;

the final consolidation of the studied sounds is achieved in the process of differentiation of all close sounds.

The material for fixing the correct pronunciation of sounds is selected in such a way that it simultaneously contributes to the expansion and refinement of the dictionary, grammatically correct speech, the ability to correctly build sentences and coherent speech.

From the very beginning of learning, it is necessary to rely on a conscious analysis and synthesis of the sound composition of the word. The ability to isolate sounds from the composition of a word plays an important role in filling in the gaps in phonemic development.

Sound analysis and synthesis exercises, based on clear kinesthetic sensations, contribute to the conscious sounding of speech, which is the basis for preparing for literacy training. On the other hand, the skills of sound-letter analysis, comparison, comparison of similar and different features of sounds and letters, exercises in analysis, synthesis contribute to the consolidation of pronunciation skills and the assimilation of conscious reading and writing.

The training system provides for a certain correspondence between the studied sounds and certain forms of analysis. In a certain sequence, exercises are carried out that prepare children for learning to read and write - first, this is the selection of individual sounds from words, then the analysis and synthesis of the simplest monosyllabic words. And only later do children master the skill of sound syllabic analysis and synthesis of two-three-syllable words. Speech and sound analysis and synthesis skills are improved in the process of further study of sounds and literacy.

The work begins with the clarification of the articulation of sounds u, a, i. The same sounds are used for the easiest form of analysis - the extraction of the first vowel sound from the beginning of words. Children are given the first idea that sounds can be arranged in a certain sequence. Articulating clearly, they pronounce the indicated sounds, for example, OU or and, u, a, and then determine their number and sequence.

Then they proceed to isolate the initial consonants and stressed vowels from the position after the consonants (house, tank).

After these exercises, children easily master analysis and synthesis. direct syllable type sa.

Further, the main unit of study is not a single sound in the word, but the whole word. Children learn to divide words into syllables. As a visual support, a scheme is used in which words are indicated by a long line or a strip of paper, syllables by short ones. Schemes of one-syllable, two-syllable and three-syllable words are made up of strips (or written down). A variety of exercises are conducted to consolidate the skill of dividing words into syllables.

Then the children master a complete sound-syllabic analysis of monosyllabic three-sound (like poppy) and two-syllable (like teeth) words, draw up appropriate schemes in which not only words and syllables are indicated, but also sounds. Gradually, a transition is made to a complete analysis and synthesis of words without the help of a scheme.

Further complication of the material involves the analysis of words with a confluence of consonants in the composition of a syllable (table, cupboard); two-syllable ones with one closed syllable (cat, hammock, ball), some three-syllable ones (ditch), the pronunciation of which does not differ from the spelling. Exercises are introduced in the transformation of words by replacing individual sounds (bow - bough, poppy - cancer).

During the same time, the terms are practically assimilated: syllable, sentence, consonant sounds, voiced, deaf, hard, soft sounds.

Along with consolidating all the acquired skills, the child must be introduced to letters, taught to combine letters into syllables and words, look at two letters at the same time, and understand the meaning of what they read.

The main technique for mastering the reading of a word is reading in the wake of analysis. In this case, a syllable or word, after a preliminary analysis, is formed from the letters of the split alphabet, and then, immediately after the arrangement of words into syllables and sounds, the reverse process follows - combining sounds into syllables and reading words by syllables. From the very first exercises in reading, one should strive to ensure that the child reads the word syllable by syllable. Gradually, children develop the skill of simultaneously perceiving two, and later three letters.

It is necessary to ensure that children understand every word they read, and later a sentence. For reading, letters of the split alphabet, syllabic tables, syllables and words are used.

Learning to read is closely related to learning to write. Children type or add after oral analysis, and later on their own words, then they are read.

Much attention is paid to all kinds of word transformations, for example: porridge - porridge - cat - midge. Children's attention is drawn to the fact that changing only one sound in a word is enough to form a new word.

By the end of the training, children should master conscious syllable-by-syllable reading, be able to read not only words, but also simple sentences and texts.

By the time they enter school, children who have completed a course of special education are being prepared for mastering the program of a general education school. They are able to distinguish and differentiate by ear and in pronunciation all the phonemes of their native language, consciously control the sound of their own and other people's speech, consistently isolate sounds from the composition of a word, independently determine its sound elements. Children learn to distribute attention between various sound elements, to keep in memory the order of sounds and their position in a word, which is a decisive factor in preventing writing and reading disorders.

Correction of phonetic and phonemic underdevelopment in children of school age.

Children whose pronunciation disorders (mixing and substitution of phonemes) are combined with a lack of phonemic perception make up a significant group of the total number of children enrolled in speech therapy classes.

The system of correctional education of children with phonetic and phonemic underdevelopment in the conditions of a school speech therapy center provides for the unity of the main areas of work: the formulation of missing and incorrectly pronounced sounds, the introduction of delivered sounds into speech and the development of skills for analyzing and synthesizing the sound composition of words (N. A. Nikashina, M E. Khvattsev, A. V. Yastrebova).

The production of sounds is carried out by methods generally accepted in speech therapy. At the same time, much attention is paid to the conscious consolidation of the articulation of sound, which is of great importance in the development of the analytical and synthetic activity of students. The set sounds are introduced into independent speech. In order to better differentiate mixed sounds within one group and create stronger connections between auditory and articulatory patterns, children must first be taught how to pronounce and distinguish each sound within the same phonetic group. Exercises are selected so that each mixed sound is worked out sequentially.

Work is underway on several sounds of different groups (for example, w, r). Exercises in the correct pronunciation and discrimination of sounds are combined with learning to isolate sounds in words, determining their sequence. This creates a certain basis for deeper work on the analysis and synthesis of the sound-letter composition of words.

Directed work is being carried out to develop in children strong connections between sounds and letters. The systematic use of a series of exercises to develop the ability to correlate a certain articulation with the corresponding sound, and then the acoustic-articulatory image of sound with a letter, prevents errors in replacing similar letters in a letter.

A rational and effective form of assistance to these children is the inclusion of elements of speech therapy work in the educational process.

The approach to this understanding of the essence of violations of oral speech and writing finds confirmation in studies carried out on the material of many national languages ​​(Ukrainian, Lithuanian, Estonian, Kazakh, Moldovan, etc.).

To develop productive methods for correcting phonetic and phonemic underdevelopment in children with a non-Russian language of instruction, a thorough analysis of the phonetic system of the native language and the characteristic features of its spelling is required.

At the same time, great care is needed when identifying phonemic underdevelopment, which manifests itself in Russian speech in children with a different native language. In these cases, a comparison of two phonological systems of languages ​​- native and Russian - is required.

This is due to the fact that in speech errors may be reflected, in the words of A. A. Reformatsky, "phonological hearing, tuned to their native language." In these cases, bilingual students with normal speech development make interference errors in speech and writing, which are of a different nature and are due to the difference in the phonological systems of the two languages. Substitutions of letters denoting phonemes common to both languages ​​are overcome faster in schoolchildren with normal oral speech than in children with phonetic-phonemic underdevelopment. For diagnostic purposes, in order to distinguish the pathology of writing from similar manifestations of undeveloped bilingualism, it is necessary to conduct a survey of phonemic perception in the dominant language of students.

So, the early detection of children with phonetic and phonemic underdevelopment and the provision of speech therapy assistance to them in specially organized conditions helps to correct the speech function of preschoolers and timely prevent the failure of secondary school students.

Control question and tasks

Formulate the tasks of corrective education of preschool children with phonetic and phonemic underdevelopment in a special kindergarten.

What is the principle of a precautionary approach to preschool children with phonetic and phonemic underdevelopment? Expand the influence of phonetic-phonemic underdevelopment on the assimilation of writing and reading.

Describe the main directions of differentiated correction of phonetic and phonemic underdevelopment in children of primary school age.

Prepare speech and didactic material for the development of phonemic perception.

Literature

Kashe G. A. Preparation for school of children with speech impediments. M., 1985.

Orfinskaya V.K. On the upbringing of phonological ideas in the younger school age. L., 1946.

O Fundamentals of the theory and practice of speech therapy // Ed. R. B. Levina. M., 1969.

The program of education and upbringing of children with phonetic and phonemic underdevelopment ( senior group kindergarten). M., 1993.

Formation of sound pronunciation in preschool children. M., 1993.

Filicheva T. V., Tumanova T. V. Children with phonetic and phonemic underdevelopment of speech. Education and training. M., 1999.

Filicheva T. V., Chirkina G. V. Education and training of preschool children with phonetic and phonemic underdevelopment. Program and guidelines for preschool educational institutions of a compensatory type (senior group), M., 2002.

Fomicheva M. F. Teaching children the correct pronunciation. M., 1989.

Khvattsev M. E. speech therapy. M., 1959.

Shvachkin N.X. The development of phonemic perception of speech in early age. M., 1948.

Most often, the mechanism of this type of dysgraphia is associated with the inaccuracy of auditory differentiation of sounds, while the pronunciation of sounds is normal.

This is due to the fact that a more precise auditory differentiation is needed to isolate a phoneme and correct writing than for oral speech. In oral speech, a slight lack of auditory differentiation of sounds can be compensated for by semantic redundancy, as well as due to motor stereotypes automated in speech experience, kinesthetic images of words. In the process of writing, for the correct distinction and choice of a phoneme, a fine analysis of all acoustic features sound, and this analysis is carried out internally, on the basis of trace activity, according to the presentation. In other cases, children with this form of dysgraphia have an inaccuracy in the kinesthetic images of sounds, which prevents the correct choice of phoneme and its correlation with the letter.

The most common mistakes in this type of dysgraphia are distortions of the sound-letter structure of the word, due to the underdevelopment of phonemic analysis, which is the most complex form of language analysis.

With unformed phonemic processes, persistent specific errors occur:

substitutions, mixing letters;

By acoustic-articulatory similarity;

Paired by sonority - deafness;

Labialized vowels;

Whistling and hissing consonants;

Sonorant consonants;

fricative consonants;

Soft and hard consonants;

The underdevelopment of sound analysis and synthesis is manifested in errors:

Omissions of letters, syllables;

Missing letters, syllables;

Building words with extra letters;

Permutation of letters, syllables.

Corrective work with acoustic dysgraphia includes the following steps:

Recognition of non-speech sounds;

Distinguishing identical words, phrases, sounds according to the height and strength of the voice;

Distinguishing words that are similar in sound similarity;

Differentiation of syllables;

Phoneme differentiation;

Development of skills in elementary sound-letter analysis and synthesis of words.

Sound analysis skills are given in kindergarten, but there are children who have not received such knowledge. With them, work begins with an acquaintance with the sound and letter, with the rest of the students, an in-depth analysis of more complex words continues. From the first lessons, the attention of children is drawn to the work of the articulatory apparatus, the articulation of the vowels of the first row is worked out, exercises are given to recognize vowels in a number of other vowels, in a number of syllables and words. Next, the children practice in identifying a vowel in the middle of a word: highlight the sound [s] in the words smoke m, carried, would be, cheese, salt, chalk, wash, bull, dust. An important point is the isolation of a vowel sound by ear in any position.

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Further work on the sound analysis of words is carried out with consonants:

Recognition of a consonant sound at the beginning of a word;

At the end of a word;

In the middle of a word (these tasks cause the greatest difficulty for students)

Children complete the missing letter; dictate words without the last consonant (a speech therapist with a light tap of a pencil indicates a missing sound),

form new words, replacing the first (or second) consonant with some other consonant (cat here; balls, gifts, pairs), words form words from the first sounds of the names of the pictures.

Working on the education of the sound analysis of words, a speech therapist sets difficult tasks, namely: to compare the similarity of sounds in articulation, to distinguish between the acoustic mixing of paired voiced and voiceless consonants, to give the concept of a soft and hard consonant, to develop phonemic representation about vowels and consonants, to teach to distinguish a vowel and a consonant in any position. These tasks are solved through the use of various exercises, games, tasks, repetitions, oral and written dictations, inventing sentences with given word, the selection of words with the desired sound, adding the missing letters, considering the syllable and the word as components of sound units.

The distinction between hardness and softness of consonants requires special attention, since, despite the importance of this difference, it has not been directly reflected in letter composition Russian alphabet. Hard and soft consonants in pairs have one common letter. The hardness or softness of a consonant is expressed not in the letter of the consonant, but in the letter of the next vowel and in the presence or absence of a soft sign. Therefore, distinguishing hard and soft consonant sounds by ear, children need to be taught to distinguish vowels in writing. letters a-z, oh, uh, uh, uh. The speech therapist selects various exercises. For example, when differentiating vowels u - u:

1) Write down the words. Insert a missing letter instead of dots at or Yu. Underline soft and hard consonants.

ka ... that m ... zhestvo b ... sy

gr ... zd t ... bik g ... senitsa

l ... stra pa ... to l ... lka

simple ... yes b ... dka l ... di

2) Read the sentences carefully. Find the mistakes. Write the sentences correctly.

Cheesecakes with izum were served with tea. People are fighting for peace. The student got an A.

Dunya hit her foot on a stone and felt severe pain. This pot has very comfortable handles. The man reached for the doorknob.

For control, auditory and graphic dictations and tests are carried out.

The second way to indicate the softness of consonants in writing is through a soft sign. Two positions of a soft sign in a word are considered: at the end and in the middle of a word. Great importance the semantic role of a soft sign is given on the example of paronyms. Children are invited to guess the metagrams:

At school, children write on the blackboard with me,

Add a soft sign - and I'm already in the river.

We will hear a solid R at the end, -

Let's drink together now.

I've been into sports for a long time.

Athletes need to jump.

FROM soft sign out of spite

I turn into a number

An interesting type of exercise will be a learned tongue twister, which students then write down from memory: “A hemp again has five honey mushrooms.”

No less difficult is the differentiation of phonemes that have acoustic and articulatory similarity. Children are offered gradually more difficult tasks: from matching isolated sounds indicating the similarities and differences in articulation and sound to the differentiation of phonemes in syllables, words, texts (in pronunciation, by ear and in writing). When clarifying the articulation of consonants mixed in voicing - deafness, the speech therapist draws attention to the similarity of the articulation pattern and the difference in the work of the vocal folds. Therefore, when working on the differentiation of voiceless and voiced consonants, the speech therapist relies, firstly, on the kinesthetic sensations of the vocal folds, and secondly, on auditory perception (working with the digital series, tasks for isolating sounds from one's own speech). When clarifying the articulation of whistling and hissing, sonors, affricates, the speech therapist relies on the difference in articulation when pronouncing each of the mixed sounds and on the auditory perception of these sounds

The sequence of work is the same as when distinguishing voiced and deaf consonants:

Selection of given sounds from the position of the beginning of the word;

Finding the place of sound based on an external circuit;

Finding the place of sound according to the presentation;

Differentiation of words - paronyms (comparison in meaning and sound);

Distinguishing in writing mixed letters in syllables, words, sentences, texts.

Vocabulary work.

1) Read the word. Draw a syllabary. Write in the diagram syllables with a letterW with a simple pencil, syllables with a letterFROM - with a blue pen.

OWL, HANGING, TENT, ROSE, WASP, EARS, NETS,

POWERFUL, OWL, BURDEN, WALK, SAND, STuffy,

INSULT, CHEST, FUR, BENCH, BEET, MIX, STORK, COMPASS, LADDER.

2) From these syllables, compose and write words.

fu, shka ka, shish shi, ma, one hundred, us, ka

ka, rock ka, sos po, sa, gi sen, pe, ka

ka, mosh lash, sha shi, na, ri dush, in, ka

ka, cas los, si ri, su, ha ki, los, ko

ka, krosh tok, svis shu, li, mesh, you, ma

3) Write down proverbs and sayings, inserting the missing lettersFROM orW .

Not ... ne ... and language - ... ne ... and deed.

Both on ... body ... b, and on ... pi ... b.

In ... an eye ... nom ... tade, and the wolf is not ... tra ... en.

In cloudy ... cloudy weather ... but you don’t ... have ... you.

Good... ...hell, good...and gr...and.

Various types of work, handouts and visual material, commented writing and various types of dictations contribute to the disappearance of specific errors and increase literacy.

BIBLIOGRAPHY:

1. Gorodilova V.I., Kudryavtseva M.Kh. Reading and writing. - M., 1995.
2. Kozyreva L. M. We distinguish between deaf and voiced consonants. - Yaroslavl 2003
3. Lalaeva R.I., Venediktova L.V. Diagnosis and correction of reading and writing disorders in junior schoolchildren. – St. Petersburg 2001
4. Sadovnikova IN Violation of written speech and their overcoming in younger schoolchildren. - M., 1997.
5. Pozhilenko E.A. The magical world of sounds and words. - M., 2001.

Dyachenko Marina Mikhailovna,

teacher - speech therapist MOU NOSh No. 11, Novorossiysk.

CM. interesting articles on this topic:

In the phonetic-phonemic development of children, several conditions are revealed:

* insufficient discrimination and difficulty in analyzing only sounds that are disturbed in pronunciation. The rest of the sound composition of the word and the syllabic structure are analyzed correctly. This is the mildest degree of phonetic-phonemic underdevelopment;

insufficient discrimination of a large number of sounds from several phonetic groups with their well-formed articulation in oral speech. In these cases, sound analysis is violated more severely;

with deep phonemic underdevelopment, the child "does not hear" the sounds in the word, does not distinguish the relationship between sound elements, is unable to distinguish them from the composition of the word and determine the sequence.

The level of formation of the action to isolate the sequence of sounds in the word and the ability to consciously navigate the sound elements of the word depend on the degree of underdevelopment of phonemic perception and whether this underdevelopment is primary or secondary (G.A. Volkova, 1993) .

Secondary underdevelopment of phonemic perception is observed with violations of speech kinesthesia that occur with anatomical and motor defects of the speech organs. In these cases, the normal auditory-pronunciation interaction, which is one of the most important mechanisms for the development of pronunciation, is disrupted. The low cognitive activity of the child during the period of speech formation and weakened voluntary attention are also important.

With a primary violation of phonemic perception, the prerequisites for mastering sound analysis and the level of formation of the action of sound analysis are lower than with a secondary one.

With FFNR, one of the main tasks is to teach children to distinguish and recognize phonemes based on preserved functions. Without solving this problem, it is impossible to proceed to the formation of the correct pronunciation of sounds. In order for the work on the correct pronunciation of a sound to be successful, the child must be able to hear it, since hearing is the regulator of normalized use. It is clear that without a full perception of phonemes, without a clear distinction between them, their correct pronunciation is also impossible. The development of phonemic perception is carried out in game form on frontal, subgroup and individual lessons. In addition, from the first classes, work is carried out in parallel to develop auditory attention and auditory memory. Such a dual focus of classes allows you to achieve the most effective results in the development of phonemic perception.

Work on the formation of the perception of speech sounds is built taking into account the nature of the defect. In some cases, work is directed towards the formation of phonemic perception and the development of auditory control. In others, its task is to develop phonemic perception and operations of sound analysis. Thirdly, it is limited to the formation of auditory control as a conscious action. In the process speech therapy classes the child must, first of all, master the ability to control his pronunciation and correct it by comparing the speech of others with his own.

Speech therapy work on the development of phonemic perception in children by N.A. Cheveleva conditionally divides into six stages: 1) recognition of non-speech sounds; 2) distinguishing identical words, phrases, sound complexes and sounds according to the height, strength and timbre of the voice; 3) distinguishing between words that are similar in sound composition; 4) differentiation of syllables; 5) differentiation of phonemes; 6) the development of elementary sound analysis.

However, she notes that the following provisions should be taken into account.

The ability to recognize and distinguish speech sounds as conscious. This requires the child to restructure his attitude to his own speech, directing his attention to the external, sound side, which he had not been aware of before. The child must be specially trained in the operations of conscious sound analysis, without relying on the fact that he spontaneously masters it.

The initial units of speech should be words, since sounds - phonemes exist only in the composition of the word, from which they are distinguished by a special operation during analysis. Only then can they be operated on as independent units and observed as part of syllable chains and in isolated pronunciation.

The operations of sound analysis, on the basis of which the skills and abilities of conscious recognition and differentiation of phonemes are formed, are carried out at the beginning of work on material with sounds correctly pronounced by the child. After the child learns to recognize one or another sound in a word, to determine its place among other sounds, to distinguish one from another, you can move on to other types of operations, relying on the skills that have developed in the process of working on correctly pronounced sounds.

Work on the formation of the perception of incorrectly pronounced sounds must be carried out so that the child’s own incorrect pronunciation does not interfere with him. To do this, at the time of performing sound analysis operations, the child needs to limit or exclude his own pronunciation as much as possible, directing the entire load on the auditory perception of the material.

It is desirable to connect the pronunciation of the child in subsequent classes, when it becomes necessary to compare his own pronunciation with the normalized one.

Speech therapy work on the differentiation of sounds is carried out with the obligatory clarification of the pronunciation and auditory image of distinguished sounds.

In connection with the above, a certain sequence of speech material is provided:

• a) a number of vowel sounds (au, ua, iua, auei, etc.);
• b) syllables without a confluence of consonants (closed: op, ys, ah, etc.; open: ro, sy, ha, etc.);
• c) syllables with a confluence of consonants (urs, kru, ela, psa, etc.);
• d) words without a confluence of consonants: monosyllabic (house, juice, already, forest, etc.), disyllabic (hand, mother, porridge, puddle, etc.);
• e) words with a confluence of consonants: two-syllable words with a confluence of consonants in the middle of a word (porridge, pen, mouse, bag, etc.); monosyllabic words with a confluence of consonants at the beginning of a word (chair, light, crane, flag, etc.); monosyllabic words with a confluence of consonants at the end of the word (tiger, leaf, bush, scarf, bone, etc.); two-syllable words with a confluence of consonants at the beginning of a word (grass, book, wing, flowers, etc.); two-syllable words with a confluence of consonants at the beginning and middle of a word (flower bed, lid, glass, rake, etc.);
• f) three-syllable words (birch, nettle, boat, bench, etc.).

At the first stage, in the process of special games and exercises, children develop the ability to recognize and distinguish non-speech sounds. At the same time, these activities contribute to the development of auditory attention and auditory memory (without which it is impossible to teach children to differentiate phonemes)

At the first stage, a speech therapist can use the following types of tasks:

after listening, invite the children to highlight and name non-speech sounds (for example, household noises, street sounds, schools, sounds musical instruments etc);

alternate the nature of actions or change the direction of movements, focusing on the volume or change in the tempo-rhythmic characteristics of the sound signal (drum, tambourine, claps);

memorize and reproduce the rhythmic pattern as accurately as possible by slapping, tapping or sketching;

listen to a series of sounds (for example, drum beats) and determine their number (show the number and clap the same number of times);

Depending on the age of the child and the level of development of auditory perception, the duration of this stage may be different. In children of older preschool age, it often passes in a shorter time.

During the second stage, children are taught to distinguish between the same words, sounds and sound complexes, focusing on different heights, strengths and timbres of the voice. The content of the tasks becomes more complicated and speech sounds are included in the work, with which children are invited to perform the following actions:

Distinguish by ear variants of words uttered by different power of voice (loudly, quietly).

Distinguish by ear variants of words uttered by different timbres of voice (boy, aunt, uncle, Grey Wolf, bunny, etc.)

Distinguish by ear various sound complexes pronounced with different strength or timbre of voice (wa-wa-wa- how a hungry child screams, a contented child, etc.)

During the third stage, children must learn to distinguish between words that are close in sound composition. At this stage, the following tasks are offered:

select from a number of words that differ in one sound the word given by the teacher;

pick up words similar in sound from the pictures; etc.

Initially, easier words are used, and then the tasks become more and more complicated.

At the fourth stage, children learn to distinguish syllables. In the course of games and activities, children must master the ability to distinguish between all oppositional sounds, whistling and hissing, deaf and sonorous, fricative and explosive, hard and soft. At this stage, the following types of tasks are widely used:

find an extra (different in one sound) syllable in the syllable row;

memorize and reproduce without errors a number of sounds (or syllables, words), starting with two or three elements and gradually bringing their number to six or seven; Syllables without a confluence of consonants (from the tables of N.B. Pokrovsky): nyak, bullets, mint, piz myuf, loot, dys, vye, gumm, ef, yok, typ, gef, dep, woh, ef, lef, vik, kas , lef, dian, pyaf, hil, khuf, vy, fyl, sykh, yas, laziness, maf, etc. Syllables with a confluence of consonants: fsen, pli, vost, vtot, skoum, cast, dlaf, fses, dyst, nost, length, plyk, znun, tist, zdap, znom, skes, dvat, skam, twim.

add different sounds, syllables to the same original syllable, so that new words are obtained each time; the selection of syllables for naming and differentiation is carried out depending on the pronunciation capabilities of children.

At the fifth stage, children learn to distinguish the phonemes of their native language. Moreover, they necessarily begin with the differentiation of vowel sounds. The speech therapist distributes to the children pictures depicting a train, a girl and a bird and explains: “the train is buzzing: uuuuuuuuuuuuuuuuuuuumhhhh, the bird is beeping: i-i-i-i, the girl is crying ah-ah-ah-ah. then the speech therapist alternately pronounces these sounds at first elongated (responding to the sound, the children raise the picture) and then shortly. Then other vowels are included in the rows of vowels to which children should not respond. Similarly, work is carried out to differentiate consonant sounds. At this stage, the following tasks are offered:

guess the vowel sound from the silent articulation.

select a given sound from a number of sharply contrasting sounds, and later sounds close in acoustic and articulatory characteristics, etc.;

ON THE. Cheveleva notes that at this stage it is advisable to introduce graphic symbols for sounds (for example, a vowel - a red circle, a consonant - a blue square, etc.), this prepares children for the next stage of learning.

The task of the sixth stage of classes is to develop the skills of elementary phonemic analysis in children. The decomposition of a word into its constituent phonemes is a complex mental activity. Phonemic analysis can be elementary or complex. Elementary phonemic analysis is selection (recognition). A more complex form is the isolation of the first and last sound from a word, determining its place (beginning, middle, end of a word). And the most difficult form of phonemic analysis is the determination of the sequence of sounds in a word, their number, place in relation to other sounds (after which sound, before which sound). Children master such phonemic analysis only in the process of special education.

Taking into account the different complexity of the forms of phonemic analysis and synthesis and the sequence of mastering them in ontogenesis, speech therapy work is carried out in the following sequence:

Isolation (recognition) of sound against the background of a word, i.e. determination of the presence of a sound in a word.

Isolation of a sound at the beginning at the end of a word. Determine the first and last sound in the word, as well as its place (beginning, middle, end of the word).

Work begins with teaching children the ability to determine the number of syllables in a word, the ability to depict two- and three-syllable words with claps. A speech therapist explains to children how to slap words of different syllabic complexity while highlighting the stressed syllable.

In the process of forming a syllabic analysis, it is important to take into account the gradual formation of mental actions. Initially, work is carried out based on auxiliary means, materialized actions. In the future, syllabic analysis is carried out in terms of loud speech. At the subsequent stages of speech therapy work, it becomes possible to transfer this action to the internal plan, its implementation on the basis of auditory-pronunciation ideas.

When forming the action of syllabic analysis based on external aids, the following tasks are offered: to clap or tap the word by syllables, to accompany the syllable-by-syllable pronunciation of the word with a movement of the hand from right to left and from left to right. Children are also asked to perceive the movements of the lower jaw with the back of their hand. The possibility of using this technique is due to the fact that vowels are pronounced with a large opening. oral cavity, with greater lowering of the mandible than consonants. The number of movements of the lower jaw corresponds to the number of vowels and syllables in the word.

In the process of developing syllabic analysis in terms of speech, the ability to distinguish vowel sounds into words is important. Children must learn the basic rule of syllabic division: there are as many syllables in a word as there are vowels.

Then children learn to analyze vowel sounds, determine the number of sounds in the sound complex.

Logopedic work begins with a clarification of ideas about these sounds, their differential acoustic and pronunciation features. Children should know that vowels and consonants differ in the way they are articulated. When pronouncing vowels, the air stream does not encounter obstacles, passes freely, while pronouncing consonant sounds, the air stream encounters an obstacle in its path in the form of a bow or a narrow gap. Vowels and consonants differ in the nature of the sound. Vowel sounds consist only of voice, consonants - either only noise, or noise and voice. Vowels can be sung, pulled for a long time.

Name only the vowel sound of the syllable.

Raise the letter corresponding to the vowel of the syllable.

Write only the vowels of the syllables.

Think of a syllable with the corresponding vowel.

Determine the place of the vowel sound in the syllable and show the corresponding letter.

Come up with a syllable in which the vowel is in the first, second or third place, etc.

After that, proceed to the analysis of consonants. In this case, a certain sequence must be observed: first you need to determine the presence of a sound in a word, then learn to highlight the last consonant sound in a word, it is easier for a child to do this if there is a deaf explosive consonant at the end of the word (cat, tank, poppy, etc.) and only then at the beginning and in the middle of the word. At this stage, the following options for tasks can be offered:

highlight the given sound against the background of the word (first, vowel sounds standing in strong position, i.e. at the beginning and middle of the word under stress, later consonants-plosives at the end and slotted ones at the beginning of the word);

At the initial stage of the work, only monosyllabic words (mustache, na, poppy, wolf, yard) are offered, including syllables of various structures. In the future, work is carried out on the material of two-syllable and three-syllable words.

Name the vowels of the word. Words are offered, the pronunciation of which does not differ from the spelling (paw, puddle, poppy, sofa, duck, crust, grass, ditch, cabbage).

Select vowel sounds from the word, select the corresponding letters from the split alphabet.

Arrange the pictures under the corresponding vowels. First, the children name the pictures. Pictures are offered for monosyllabic words, for example: bitch, nose, floor, chair, eyebrow, mouth, table, onion, smoke, bread, cheese, lynx.

select words with a given sound from the text;

come up with words on your own with a certain sound at the beginning or end (come up with any words-names of animals, names of birds, etc.);

to determine in the word named by the teachers the first, - the last sounds;

transform words by adding or changing one sound, rearranging sounds;

make word schemes and, conversely, choose words for the proposed schemes, etc .;

Throughout the work, children also develop auditory control skills. The need to develop auditory control over the quality of one's own speech is determined by the fact that auditory perception and discrimination between correct and defective pronunciation of sounds contributes to the development of phonemic hearing and, in interaction with the motor analyzer, determines the formation of the quality of sound pronunciation. To achieve this goal, a number of games and exercises are used to distinguish between correctly and defectively pronounced sound in someone else's and one's own speech. Logopedic work is carried out in three areas:

• 1. Development of the skill of auditory control over the quality of pronunciation in someone else's speech of sounds that are not disturbed in the pronunciation of the child.
• 2. Development of the skill of auditory control over the quality of pronunciation in someone else's speech of sounds that are disturbed in the pronunciation of the child:
  • a) the pronunciation defect is different from one's own;
  • b) the pronunciation defect is similar to one's own.
• 3. Development of the skill of auditory self-control. Distinguishing correctly and defectively pronounced sound in someone else's speech is carried out through a system of auditory exercises in a certain sequence. Children are asked to identify the incorrect pronunciation:
  • a) sounds in syllables of various structures (open, closed, with a confluence of consonants);
  • b) sounds in words in different positions (sound at the beginning, end, middle of a word, without confluence and with a confluence of consonants);
  • c) sounds in phrases.

Along with imitation mispronunciation speech therapist also reproduces the correct pronunciation of sounds. visual perception speech therapist's articulation is excluded.

During speech therapy work on the development of phonemic perception, children practically assimilate the terms: syllable, sentence, consonant sounds, voiced, deaf, hard, soft sounds.

Since children of older preschool age already have sufficiently developed educational and cognitive motivation, tasks can be offered both in a game form and in the form of exercises.

Thus, in the work on the formation of phonemic perception, the following stages can be distinguished:

Stage I - recognition of non-speech sounds;

Stage II - distinguishing the height, strength, timbre of the voice on the material

the same sounds, words, phrases;

Stage III - distinguishing words that are close in their sound composition;

Stage IV - differentiation of syllables;

Stage V - differentiation of phonemes;

Stage VI - development of skills in elementary sound analysis.

Having studied the psychological and pedagogical literature on the research problem, we came to the following conclusions.

Firstly, all mental processes of children with FFNR have a number of features.

Secondly, in the speech communication of preschoolers with FFNR, the same patterns operate as among normally speaking children.

Thirdly, moral qualities in children with FFNR the same as in children without speech defects, but they are less sociable and happy. The reason for their lack of sociability is a speech defect.

Fourth, play activity children with speech pathology develops under the direct influence of the directing adult.

Fifthly, a sufficient level of development of phonemic perception is an indispensable condition for successful literacy training.

Sixth, in speech therapy work on the formation of phonemic perception, the following stages can be distinguished: recognition of non-speech sounds - discrimination of pitch, voice strength on the material of identical sounds, words, phrases - discrimination of words that are similar in sound composition - differentiation of syllables - differentiation phonemes - the development of skills in elementary sound analysis.