Connected speech with onr. Coherent speech in children with general underdevelopment of speech
MOSCOW HUMANITARIAN INSTITUTE
Faculty of Humanities
Specialty speech therapy
COURSE WORK
by discipline: Speech therapy
on the topic: "Features of coherent speech in preschoolers with general underdevelopment speech"
Completed by a 3rd year student
distance learning
group PL-131-08
Strelkina M.Yu.
Head: Merzlyakova V.P.
MOSCOW 2011
Introduction
1.1 Levels of speech development of OHP
1.2 Etiology of ONR
1.4 Coherent speech of children with general underdevelopment of speech
Conclusion
Introduction
The development of speech in preschoolers is a multifaceted process and is associated with the mental development of the child. At preschool age there is a "bookmark" and the formation of mental processes, moral and moral attitudes. Therefore, one should not miss the development of speech and other mental functions at this age.
The problem of speech development of preschoolers is complex, since it is based on data not only from psychologists and teachers, but also from linguists. Many psychologists and teachers paid great attention to the problems of speech development. But today, despite the numerous experiences and work of specialists, this problem remains unresolved and many children of preschool and school age need speech therapy classes, which indicates the need and relevance of the development of this topic.
Children with general underdevelopment of speech are children who have deviations in the development of speech with normal hearing and intact intelligence. Speech disorders are diverse, they can manifest themselves in violation of pronunciation, grammatical structure of speech, poverty of vocabulary, as well as in violation of the pace and fluency of speech.
Objective: to study the features of coherent speech in preschoolers
with general underdevelopment of speech.
Tasks:
To study the development of coherent speech in the conditions of ontogenesis;
Give the characteristics and etiology of OHP;
Review of methods and techniques for examining children with ONR;
To study methods of corrective work with children with general underdevelopment of speech.
An object: connected speech of preschool children.
general underdevelopment of connected speech
Subject:features of coherent speech of preschool children with general underdevelopment of speech.
Chapter 1
By the age of five, a modern child must master the entire system of his native language: speak coherently; fully express your thoughts, easily building detailed complex sentences; easily retell stories and fairy tales. Such a baby correctly pronounces all sounds, easily reproduces polysyllabic words. His vocabulary ranges from four to five thousand words. A different picture is observed with a general underdevelopment of speech.
General underdevelopment of speech is a complex speech disorder in which children with normal hearing and initially intact intelligence have a late onset of speech development, a poor vocabulary, agrammatism, pronunciation and phoneme formation defects, which indicates a systemic violation of all components of speech activity.
.1 Levels of speech development of OHP
The general underdevelopment of speech has a different degree of severity: from the complete absence of speech means of communication to expanded speech with elements of phonetic and lexical and grammatical underdevelopment. According to the severity of the manifestation of the defect, four levels of speech underdevelopment are distinguished. The first three levels are identified and described by R.E. Levina, the fourth level is presented in the works of T.B. Filicheva. Each level is characterized by a certain ratio of the primary defect and secondary manifestations that delay the formation of speech components. The transition from one level to another is characterized by the emergence of new speech possibilities.
First levelSpeech development is characterized by a complete or almost complete absence of speech (the so-called "speechless children") at an age when speech is basically formed in normally developing children. Children 5-6 years old, and sometimes older, have a meager active vocabulary, consisting of onomatopoeia and sound complexes. These sound complexes, accompanied by gestures, are formed by the children themselves and are incomprehensible to those around them. So, instead of a car driving, the child says "bibi", instead of the floor and ceiling - "li", accompanying the speech with a pointing gesture, etc.
At this stage of speech development, children almost do not speak a phrase.
The passive vocabulary of children at the first level of speech development is much wider than the active one. This creates the impression that children understand everything, but they themselves cannot say anything. They are characterized, on the one hand, by a great initiative of speech search in the process of communication, and on the other hand, by sufficient criticality to their speech.
Only lexical meaning plays a significant role at this level of speech understanding, and grammatical forms are not taken into account.
At the level of babbling speech, the sound analysis of a word is completely inaccessible to a child.
Second levelThe speech development of children is characterized by the beginnings of common speech. Children use simple in construction or distorted phrases in communication, own everyday vocabulary (mostly passive). In their speech, the names of objects, actions, and individual signs are differentiated. At this level, it is possible to use pronouns, conjunctions, some prepositions
in their elemental meanings. Children can answer questions, talk about the picture, talk about the family, about the events of life around them. But the underdevelopment of speech still appears very clearly or even sharply: ignorance of many words, incorrect pronunciation of sounds, violation of the structure of the word, agrammatism, although the meaning of what is said can be understood even outside the visual situation.
Are celebrated limited opportunities children use not only the subject dictionary, but also the dictionary of actions, signs. They do not know the names of colors, shapes, sizes, many objects, etc. Often, children replace words with others that are close in meaning, for example, soup is poured instead of poured. They have practically no word formation skills.
There are gross errors in the use of a number of grammatical constructions:
) incorrect use of case forms (drives a car - instead of a car);
) errors in the use of masculine and feminine nouns (de kasi - two pencils, de tui - two chairs);
) lack of agreement of adjectives and numerals with nouns (pat kuka, pat matyna - five dolls, five cars; asin adas - red pencil, asin hundred - red ribbon).
Children experience many difficulties when using prepositional constructions: often prepositions are omitted altogether, and nouns are used in the nominative case (niga goes toy - the book is on the table); it is also possible to replace the preposition (it dies on the delevim - the mushroom grows on a tree). Unions and particles are used extremely rarely. The phonetic side of speech lags behind the age norm: children have impaired pronunciation of consonants: hissing sonors, whistling, voiced and deaf (pat niga - five books, paputka - grandmother, duka - hand); gross violations are noted in the reproduction of words of different syllabic composition (reduction in the number of syllables: pamika - pyramid; rearrangement and addition of syllables; yadygi - berries, calf - calf).
When reproducing the contour of words, the syllabic structure and sound-filling are violated: there are permutations of syllables, sounds, the replacement and use of syllables, the loss of sounds in the position of a confluence of consonants (eyes - chamomile, cube - strawberry, wok - wolf, cafe - closet).
Prepositions are rarely used and, moreover, incorrectly, more often they are omitted, for example: "I was Lelka" (I was at the Christmas tree); "Sopaka lives in a booth" (A dog lives in a booth).
Understanding of speech at this stage of speech development improves.
At this level of speech development, a more accurate characterization of the sound side of speech is possible. About 16-20 sounds are incorrectly pronounced. Most often, the sounds s, s z, z c, w, w, h, u, l, r, r, b, b, d, d, d, d are most often disturbed.
For children with a late onset of speech, hard consonants are replaced by soft ones or, conversely, soft consonants are replaced by hard ones (five - "stalemate", dust - "drank"). Vowels are usually articulated indistinctly.
Children do not learn reading and writing without special training.
Third levelThe speech development of children is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment. Children can communicate more freely with others, but they continue to need the help of parents (educators) who make appropriate explanations for their speech, because independent communication is difficult for them.
A diagnostic indicator of the speech of children of the described level is a violation syllabic structure, which modifies the syllabic composition of words in different ways.
AT oral speech children are found to have separate agrammatic phrases, incorrect or inaccurate use of some words, phonetic defects are less diverse than in children at the first and second levels of speech development.
In independent utterances, the correct connection of words in sentences expressing temporal, spatial and other relations is very often missing.
Children still have a very limited speech reserve, therefore, in an altered situation, an inaccurate selection of words occurs.
The largest part of the speech reserve is nouns and verbs. As for the names of adjectives, among them, predominantly qualitative ones are used, denoting directly perceived features of objects - size, color, shape, some properties of objects (sweet, warm, hard, light, etc.).
Relative and possessive adjectives are used only to express well-known relationships (mother's bag, Colin's briefcase).
Only simple prepositions are used (in, to, on, under, for, from, etc.), but even here a large number of errors are made, prepositions can be omitted, replaced, etc.
Difficulties in inflection during the performance of special tasks are especially noticeable. So, not always children can form the plural of nouns and verbs from the words given in singular, and vice versa (chair - "chairs", brother - "brothers", ears - "ear", writes - "write", "write", etc.).
The insufficiency of phonemic perception is manifested in the fact that children hardly distinguish the first and last vowel, consonant sound, sounds in the middle and end of a word, do not select pictures in the name of which there is a given sound, they cannot always correctly determine the presence and place of a sound in a word.
To fourth levelspeech development includes children with mild residual manifestations of lexical-grammatical and phonetic-phonemic underdevelopment of speech. Minor violations of all components of the language are revealed in the process of a detailed examination when performing specially selected tasks.
In the speech of children, there are separate violations of the syllabic structure of words and sound content. Elysions predominate, and mainly in the reduction of sounds, and only in isolated cases - omissions of syllables. Paraphasias are also noted, more often - permutations of sounds, less often syllables; a small percentage - perseverations and additions of syllables and sounds.
Insufficient intelligibility, expressiveness, somewhat sluggish articulation and fuzzy diction leave the impression of a general slurred speech. The incompleteness of the formation of the sound structure, the mixing of sounds characterize the insufficient level of differentiated perception of phonemes. This feature is an important indicator of the process of phoneme formation that has not yet ended to the end.
Children find it difficult to select synonyms and antonyms, inaccurately understand proverbs and words with a figurative meaning, there is no logical sequence in the stories.
1.2 Etiology of ONR
The cause of speech disorders is understood as the impact on the body of an external or internal harmful factor or their interaction, which determine the specifics of a speech disorder and without which the latter cannot occur.
M.E. Khvattsev divided all the causes of speech pathology into the following groups:
Organic causes - lead to the most severe speech disorders, and affect the central nervous system (organic central - brain damage during asphyxia, birth trauma, etc.) or the morphological development of the peripheral speech apparatus (central peripheral - damage to the hearing organs, splitting of the palate and etc.).
Functional causes - violation of the ratio of excitation and inhibition processes in the central nervous system (immaturity, general physical weakness, various diseases of internal organs, dental and jaw anomalies, etc.)
Psychoneurological causes - disorders of mental functions (impaired memory, attention, perception, thinking, mental retardation)
Socio-psychological - unfavorable social and living conditions, leading to pedagogical neglect, autonomic dysfunction and deficiency in the development of speech.
The main causes of the pathology of children's speech occur in the following cases:
Various intrauterine pathologies. The most severe speech defects occur when the fetus develops in a period of 4 weeks. up to 4 months
Pathology of the antenatal and postnatal periods (pathology of pregnancy and childbirth, low birth weight, intrauterine growth retardation).
Infectious and somatic diseases of the mother, exposure to the fetus of drugs, ionizing radiation, vibration, alcoholism and smoking.
Various diseases in the first years of a child's life (infectious viral diseases, meningo-encephalitis).
Skull trauma accompanied by concussion.
hereditary factors.
Anatomical deviations in the structure of the articulatory apparatus (lips; palate defects: congenital non-unions of the hard and soft palate, soft palate and tongue, shortened soft palate, high palatine vault; tongue: shortened frenulum; dento-maxillary anomalies: open bite, progeny, obstruction - causes which are bad habits, ENT diseases, early removal of milk teeth, stress).
1.3 Development of coherent speech in ontogeny
The development of coherent speech was studied in different aspects by Ushinsky K.D., Tikheeva E.I., Korotkova E.P., Borodich A.M., Usova A.P., Solovieva O.I. and others. "Connected speech," Sokhin F.A. emphasized, "is not just a sequence of thoughts connected with each other, which are expressed in exact words in correctly constructed sentences ... Connected speech, as it were, absorbs all the achievements of the child in mastering the native language, in mastering it sound side, vocabulary and grammatical structure. By the way children build their statements, one can judge the level of their speech development.
Coherent speech is inseparable from the world of thoughts: the coherence of speech is the coherence of thoughts. Coherent speech reflects the logic of the child's thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech.
Connected speech should be considered in the unity of content and form. The derogation of the semantic side leads to the fact that the external, formal side (grammatically correct use of words, their agreement in a sentence, etc.) is ahead of the inner, logical side in development. This is manifested in the inability to find words that are necessary in meaning, in the incorrect use of words, inability to explain the meaning of individual words.
However, the development of the formal side of speech should not be underestimated. The expansion and enrichment of knowledge, ideas of the child should be associated with the development of the ability to correctly express them in speech.
Connected speech is the most complex form of speech activity. It has the character of a consistent systematic detailed presentation. The main function of connected speech is communicative. It is carried out in two main forms - dialogue and monologue.
In children without speech pathology, the development of coherent speech occurs gradually along with the development of thinking, is associated with the development of activity and communication.
In the first year of life, in the process of direct emotional communication with an adult, the foundations of future coherent speech are laid. On the basis of understanding, at first very primitive, active speech of children begins to develop.
By the beginning of the second year of life, the first meaningful words appear, later they begin to serve as designations for objects. Gradually, the first proposals appear.
In the third year of life, understanding of speech, one's own active speech develops rapidly, vocabulary increases sharply, and the structure of sentences becomes more complicated. Children use the dialogic form of speech.
A more complex and varied communication of the child with adults and peers creates favorable conditions for the development of speech: its semantic content is also enriched, the vocabulary is expanding, mainly due to nouns and adjectives. In addition to size and color, children can highlight some other qualities of objects. The child acts a lot, so his speech is enriched with verbs, pronouns, adverbs, prepositions appear (the use of these parts of speech is typical for a coherent statement). The kid correctly builds simple sentences using different words and their different order: Lily will swim; I want to walk; I will not drink milk. The first relative clauses of time appear ( when.), the reasons ( because.).
In the middle preschool age, the development of coherent speech is greatly influenced by the activation of the dictionary, the volume of which increases to about 2.5 thousand words. The child not only understands, but also begins to use adjectives in speech to denote a feature of an object, adverbs to denote temporal and spatial relationships. The first generalizations, conclusions, conclusions appear.
Children more often begin to use subordinate clauses, especially causal ones, there are subordinate conditions, additional, attributive ( I hid the toy that my mother bought; If it rains it's over, let's go for a walk?)
In dialogic speech, preschoolers of this age use mostly short, incomplete phrases, even when the question requires a detailed statement. Often, instead of formulating the answer on their own, they inappropriately use the wording of the question in affirmative form. They do not always know how to correctly formulate a question, submit the necessary remark, supplement and correct the statements of a friend.
The structure of speech is also still imperfect. When using complex sentences, the main part is omitted (usually they begin with unions because what when).
Children gradually approach self-compilation short stories according to the picture, according to the toy. However, their stories for the most part copy the pattern of an adult; they still cannot distinguish the essential from the secondary, the main from the details. The situational nature of speech remains predominant, although contextual speech is also developing, i.e. speech that is self-explanatory.
The development of children's ideas and the formation general concepts is the basis for improving mental activity - the ability to generalize, draw conclusions, express judgments and conclusions. In dialogical speech, children use a fairly accurate, short or detailed answer in accordance with the question. To a certain extent, the ability to formulate questions, give appropriate remarks, correct and supplement the answer of a friend is manifested.
Under the influence of improving mental activity, changes occur in the content and form of children's speech. The ability to single out the most essential in an object or phenomenon is manifested.
The emerging ability to establish certain connections, dependencies and regular relationships between objects and phenomena is directly reflected in the monologue speech of children. The ability to select the necessary knowledge and find a more or less appropriate form of their expression in a coherent narrative develops. The number of incomplete and simple non-common sentences is significantly reduced due to common complicated and complex ones.
At preschool age, there is a separation of speech from direct practical experience. The main feature is the emergence of the planning function of speech. It takes the form of a monologue, contextual. Children master different types of coherent statements (description, narration, partly reasoning) with and without visual material. The syntactic structure of stories becomes more complicated, the number of complex and complex sentences increases.
The formation of a child's speech is associated with the development of his logical thinking. In addition, the basis for the formation of monologue speech is fluency in the vocabulary and grammatical structure of the language.
Psychology refers the appearance of monologue speech in children to five years. D.B. Elkonin writes about it this way: “Changing the child’s lifestyle, the formation of new relationships with adults and new types of activity leads to differentiation of the functions and forms of speech. New communication tasks arise, consisting in the child’s transfer of his impressions, experiences, ideas to an adult. new form speeches - messages in the form of a monologue, a story about what has been experienced and seen. "
Children of five or six years old should master the main types of monologue speech: storytelling and retelling (in their elementary form).
It is known that children of seven years old can, by analogy with the fairy tales they have heard, invent their own simple fairy tales, where the characters are endowed with fantastic qualities (animals talk, people turn invisible, etc.).
Children of the seventh year of life gradually master the structure of a coherent plot story, highlight the plot, climax, denouement in the story, use direct speech. But the content of creative stories at this age is monotonous, not always logical.
The development of independent practical activity of preschool children encourages the development of the intellectual practical function of speech: reasoning, explanation of methods of action, ascertaining, thinking about a plan for upcoming activities, etc.
Thus, the functions of the child's speech activity develop from the sign (denoting, nominative) and communicative function of communication to the planning and regulation of their actions. By the end of preschool age, the child masters the basic forms of oral speech inherent in adults.
.4 Coherent speech of children with general underdevelopment of speech
Children's understanding of the coherent speech of adults, awareness of the audible sound stream precedes the assimilation of individual sentences, phrases, words, morphemes, i.e. precedes the ability to isolate them from the flow of speech. Mastering coherent speech is impossible without developing the ability to isolate its components - sentences, words, etc.
The following features of word formation and grammatical forms usually cause difficulties:
. The combination of linguistic signs has a new meaning, different from the meaning of each of the language signs used in this combination. When words are formed from morphemes, phrases from words, sentences from phrases, integration (merging into a single whole) of meanings and similar elements occurs. For example, the root morpheme is light -turns into a new word if you add other morphemes to it: formative suffixes - i-t (shine), suffix - l -and ending - th (light coloured), suffixes - l-o (light) and others. The combination of these morphemes creates four different signs with extremely generalized lexical meanings: subject ( light), action ( shine), attribute of the object ( light coloured), action sign ( light).
A certain difficulty for children in mastering their native language is variabilitysigns, i.e. that feature of the language, according to which different material language tools(different denoting).
For example, in the word formation of nouns, to give the generating basis the lexical meaning "a person who has a given profession", not only the suffix - body (writer), but also - box (mason), - Nick (stove-maker), - ar (apothecary); to give the generating basis of the abstract lexical meaning "sign by color" not only the suffix is used - out - (whiteness),but also - from - (redness), - awn (dullness). The grammatical meaning "cause relation" is conveyed by the form genitive noun with preposition from (jump off joy), gerund ( jump in joy), causal subordinating conjunction ( jump because you are happy).
According to N.S. Zhukova, among the signs of early speech dysontogenesis is the morphologically inarticulate use of words. The words connected in a sentence do not have a grammatical connection with each other; they are used by the child in any one form. This trend can be observed over many years of a child's life. The facts of the long existence of sentences, grammatically correct and incorrectly designed, are noted.
It is known that for the implementation of verbal communication, the ability to express and convey thoughts is necessary. This process is realized with the help of phrases. In case of violation of speech development, the difficulties in constructing phrases and operating them in the process of speech communication appear quite clearly, manifest themselves in the agrammatism of speech (narrowing of the set of constructions used, their defects, violation of the grammatical form of the word), which also indicates the unformed grammatical structuring.
Research by V.K. Vorobieva, S.N. Shakhovskaya and others also allow us to say that the independent coherent contextual speech of children with speech underdevelopment is imperfect in its structural and semantic organization. They lack the ability to coherently and consistently express their thoughts. They own a set of words and syntactic constructions in a limited volume and in a simplified form, they experience significant difficulties in programming an utterance, in synthesizing individual elements into a structural whole, and in selecting material for a particular purpose. Difficulties in programming the content of extended statements are associated with long pauses, omissions of individual semantic links.
Coherent speech is normally characterized by the following features: expansion, arbitrariness, logic, continuity and programming. Preschoolers with underdevelopment of a coherent statement are distinguished by: insufficient ability to reflect cause-and-effect relationships between events, a narrow perception of reality, a lack of speech means, and difficulties in planning a monologue.
In free statements, simple common sentences predominate, complex constructions are almost never used.
Agrammatism is noted: errors in agreeing numerals with nouns, adjectives with nouns in gender, number, case. A large number of errors are observed in the use of both simple and complex prepositions.
In children with general underdevelopment of speech, coherent speech is not sufficiently formed. A limited vocabulary, repeated use of the same sounding words with different meanings makes children's speech poor and stereotyped. Correctly understanding the logical interconnection of events, children are limited only to listing actions.
Against the background of relatively extended speech in children with general underdevelopment, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word-formation methods creates difficulties in using word variants, children do not always succeed in selecting words with the same root, forming new words with the help of suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, the desired word with another, similar in meaning.
Understanding of addressed speech is developing significantly and is approaching the norm. There is an insufficient understanding of the changes in the meaning of words expressed by prefixes, suffixes; there are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing causal, temporal and spatial relationships. The gaps described leave their mark on the coherent speech of children.
When retelling, children with general underdevelopment of speech make mistakes in conveying the logical sequence of events, skip individual links, and “lose” characters.
There are errors in the construction of complex sentences with conjunctions and allied words ("Mishya zyapyakal, the atom fell" - Misha cried because he fell). When compiling sentences for a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects used by the character.
Thus, in children with general underdevelopment, the following features of their coherent speech can be distinguished:
In a conversation, when compiling a story on a given topic, picture, series of plot pictures, violations of the logical sequence, "stuck" on minor details, omissions of main events, repetition of individual episodes are ascertained;
Talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences.
Difficulties remain in planning one's utterances and selecting the appropriate language means.
Chapter 2. The study of the level of formation of coherent speech in preschool children
The study of coherent speech consisted of two tasks.
.Task: Drawing up a story based on a series of plot pictures "Hedgehog" (three pictures).
The following instructions are offered to children: look at these pictures, try to put them in order and make up a story.
The evaluation is based on several criteria.
)The criterion of semantic integrity: 5 points - the story corresponds to the situation, has all the semantic links in the correct sequence; 2.5 points - slight distortion of the situation, incorrect reproduction of cause-and-effect relationships or lack of connecting links; 1 point - loss of semantic links, a significant distortion of the meaning, or the story is not completed; 0 points - there is no description of the situation.
2)Criteria for the lexical and grammatical design of the statement: 5 points - the story is grammatically correct with adequate use of lexical means; 2.5 points - the story is composed without agrammatisms, but there are stereotypical grammatical arrangements, isolated cases of word search or inaccurate word usage; 1 point - there are agrammatisms, distant verbal substitutions, inadequate use of lexical means; 0 points - the story is not framed.
3)Criterion of independence in completing the task: 5 points - pictures are laid out independently and a story is composed; 2.5 points - the pictures are laid out with stimulating help, the story is composed independently; 1 point - unfolding pictures and compiling a story on leading questions; 0 points - failure to complete the task even with help.
.Task: Retell the text you have heard.
The children are offered the following instruction: Now I will read you a short story, listen to it carefully, memorize it and get ready to retell it.
The assessment is made according to the same criteria as for a story based on a series of pictures:
)The criterion of semantic integrity: 5 points - all the main semantic links are reproduced; 2.5 points - semantic links are reproduced with minor reductions; 1 point the retelling is incomplete, there are significant reductions, or distortions of the meaning, or the inclusion of extraneous information; 0 points - failure.
2)The criterion of lexical and grammatical design: 5 points - the retelling is made without violations of lexical and grammatical norms; 2.5 points - the retelling does not contain agrammatisms, but there are stereotypical framing of statements, search for words, separate close verbal substitutions; 1 point - agrammatisms, repetitions, inadequate use of words are noted; 0 points - retelling is not available.
)Criterion of independent performance: 5 points - independent retelling after the first presentation; 2.5 points - retelling after minimal help (1-2 questions) or after re-reading; 1 point - retelling on questions; 0 points - retelling is not available even for questions.
In each of the two tasks, the scores for all three criteria are summed up. To obtain an overall score for the entire series, the scores for the story and retelling are added together and presented as a percentage.
After analyzing the results obtained, three levels of success in completing tasks are distinguished, indicating the state of coherent speech in children - high, medium and low.
Chapter 3. Correction of preschool children with general underdevelopment of speech
Correction of the speech and general development of preschool children with general underdevelopment of speech is carried out not only by a speech therapist, but also by an educator. If a speech therapist develops and improves the speech communication of children, then the educator consolidates their speech skills acquired in speech therapy classes. The success of the formation of correct speech in preschoolers depends on the degree of productivity of the process of consolidating speech skills and abilities. The teacher of the group for children with general underdevelopment of speech faces both correctional and general educational tasks.
Consolidation of coherent utterance skills in children can occur both in frontal classes for the development of speech, and during classes in cognitive development, visual, labor development and in other activities.
Mastering the methods and techniques of teaching storytelling by the educator is one of the most important conditions successful work on the development of speech of preschoolers.
In the classroom, it is necessary to use such techniques as explanations, questions, a speech sample, demonstration of visual material, exercises, assessment of speech activity, etc.
When conducting a particular lesson, the teacher should find the most effective options for combining various techniques in order to increase the activity and independence of children.
When working on monologue speech, in particular on retelling, in a group for children with OHP, the following should be taken into account. First, children need to be taught detailed, then selective and creative retelling.
A detailed retelling brings up the skill of a consistent full presentation of thoughts. (You can use the following texts, which are selected in accordance with the lexical topics according to the program: "The cranes are flying away", "Volnushka", "Bishka", "Cow", "Mom's cup", etc.)
Selective retelling forms the ability to separate a narrower topic from the text. ("Three Comrades", "Spring", "Friend and Fluff", "Bear", etc.)
Creative retelling fosters imagination, teaches children to use impressions from their own life experience and determine their attitude to the topic. ("Snow fluffs are flying", "Helpers", "Lyovushka is a fisherman", "Cat", "True friend", etc.)
When selecting works for retelling, it is necessary to take into account the following requirements for them: high artistic value, ideological orientation; dynamism, conciseness and at the same time imagery of presentation; clarity and sequence of action deployment, entertaining content. In addition, it is very important to take into account the availability of the content of a literary work and its volume.
In the preparatory group for school, the following works are recommended for classes: Russian folk tales "Hare-boast", "Fear has large eyes", "The Fox and the Goat"; stories "Four Wishes", "Morning Rays" by K.D. Ushinsky, "Bone" L.N. Tolstoy, "Mushrooms" by V. Kataev, "Hedgehog" by M. Prishvin, "Bathing of cubs" by V. Bianchi, "Bear" by E. Charushin, "Bad" by V. Oseeva and others.
When teaching children to retell, the educator needs to use the following methods and techniques: expressive two- and three-time reading of the text, a conversation about what was read, showing illustrations, speech exercises, instructions on the methods and quality of the task, assessment, etc. O correct application they will be evidenced by an increase from lesson to lesson in the activity and independence of children when performing speech tasks.
Any kind of retelling must be preceded by an analysis of the text from the point of view of semantic and expressive. This will help children master all the cause-and-effect relationships, without which a correct retelling is not possible. Exercises in creative retelling border on oral composition. Compositions are the upper stage in the development of coherent speech of children. It concentrates observation, memory, creative imagination, logical and imaginative thinking, resourcefulness, the ability to see the general in the particular.
The next form of work on coherent speech is the compilation of stories based on a picture. There are the following types of classes for teaching children storytelling in a picture:
Drawing up a descriptive story based on a subject picture ("Gardener", "Dishes", "Furniture", "Our apartment", "Moydodyr", etc.);
Compilation of a descriptive story based on the plot picture ("Birds fly away", "Dog with puppies", "At the holiday", "Kittens", "Rooks have arrived", etc.);
Drawing up a story based on a series of plot pictures ("Thunderstorm", "Hedgehog", "How we made a feeder", "Resourceful Hare", "Cunning Tuzik", etc.);
Drawing up a descriptive story based on a landscape painting and a still life. ("Early Autumn", "Gifts of the Forest", "Winter Has Come", " Late spring" and etc.)
Writing a story with elements of creativity.
In the classroom using the picture, various tasks are set, depending on the content of the picture:
) to teach children to correctly understand the content of the picture;
) educate feelings (specifically planned from the plot of the picture): love for nature, respect for this profession, etc .;
) learn to compose a coherent story based on a picture;
) activate and expand vocabulary (specifically, new words are planned that children need to remember, or words that need to be clarified and consolidated).
The following requirements are imposed on the stories of preschool children: accurate transmission of the plot, independence, expediency of using language means (exact designation of actions, qualities, states, etc.). Children learn to describe events, indicating the place and time of the action; independently come up with events that preceded those depicted in the picture and subsequent ones. The ability to purposefully listen to the speeches of peers, to express elementary value judgments about their stories is encouraged.
During the course, children develop skills joint activities: look at pictures together and make collective stories.
For collective stories, it is necessary to select paintings with sufficient material: multi-figured, which depict several scenes within the same plot. In the series published for kindergartens, such paintings include "Winter Entertainment", "Summer in the Park", etc.
Various exercises for the development of coherent speech can also be included in classes on cognitive development, visual and labor activities. For example:
Exercise "Who is behind the tree?"
On a magnetic board - sprawling oak. The teacher hides a squirrel in the branches of an oak so that its tail is visible, and asks:
Whose tail is this? Who hid in the branches? Make a sentence with the words because.
Children answer:
This is a squirrel's tail, because a squirrel hid in the branches.
One of the important tasks is to draw up riddle stories from pictures that can be used in any kind of activity. The child constructs his message in such a way that, according to the description in which the object is not named, it is possible to guess what exactly is drawn in the picture. If the students find it difficult to solve this problem, the child, at the suggestion of the teacher, makes additions to the description. Exercises for guessing and making riddles form in children the ability to identify the most characteristics, properties and qualities, to distinguish the main thing from the secondary, random, and this contributes to the development of a more meaningful, deliberate, evidence-based speech.
Thus, since children with general underdevelopment of speech experience difficulties in retelling and compiling a story from a picture, the main areas of correctional work can be distinguished:
)Drawing up sentences on two subject pictures (grandmother, armchair; girl, vase; boy, apple) with subsequent distribution of homogeneous definitions, other secondary members of the sentence. (The boy eats an apple. The boy eats a juicy sweet apple. A little boy in a plaid cap eats a juicy sweet apple.)
2)Restoration of various kinds of deformed sentences when the words are broken down (lives, in, fox, forest, dense); one, or several, or all words are used in the initial grammatical forms (live, in, fox, forest, dense); there is a omission of words (Fox. in a dense forest); there is no beginning (. lives in a dense forest) or end of a sentence (A fox lives in a dense.).
)Drawing up proposals for "live pictures" (subject pictures are cut out along the contour) with a demonstration of actions on a flannelgraph.
)Restoration of sentences with semantic deformation (Boy cuts paper with rubber scissors. Dul strong wind because the children were wearing hats.)
)Selection of words from those named by the teacher, and making sentences with them (Boy, girl, read, write, draw, wash, book).
Gradually, children learn to arrange sentences in a logical sequence, find key words in texts, which is the next step to the ability to draw up a plan, and then determine the topic of the statement, highlight the main thing, consistently build their own message, which should have a beginning, continuation and end.
The proposed methods help to increase the level of speech development of children, the formation of their skills in verbalization of actions and certain types of activities in the form of detailed coherent statements.
Conclusion
Coherent speech is a semantic detailed statement that provides communication and mutual understanding of people. The formation of coherent speech, the change in its functions is a consequence of the child's increasingly complex activity and depends on the content, conditions and forms of the child's communication with others. The functions of speech develop in parallel with the development of thinking, they are inextricably linked with the content that the child reflects through the language.
A fairly common type of violation of the means of communication is the general underdevelopment of speech in children with normal hearing and intact intelligence. With general underdevelopment, the main components of the speech system are violated or lag behind the norm: lexical, grammatical and phonetic structure. There are also violations in connected speech.
Connected speech is a special complex form of communicative activity. In children with speech underdevelopment, this form is not formed independently. When retelling and storytelling, children suffering from general speech underdevelopment find it difficult to build phrases, resort to paraphrasing and gestures, lose the main thread of the content, confuse events, find it difficult to express the main idea, and do not finish the phrase. Such speech is chaotic, poor in expressiveness of design.
All this confirms that coherent speech is not sufficiently formed in preschool children with general underdevelopment of speech, which is manifested in the characteristic features of their construction of a coherent statement.
List of used literature
In this course work, a pedagogical site was used: #"justify">. Bordich, A.M. Methods for the development of children's speech. Course of lectures for students ped. Inc. in the specialty "Preschool Pedagogy and Psychology". - M.: Enlightenment, 1974. - 288 p.
Vorobiev, V.K. Features of coherent speech of preschoolers with motor alalia // Speech and voice disorders in children. - M., 1995.
Vygotsky, L.S. Thinking and speech. - 5th ed., Rev. - M.: Publishing house "Labyrinth", 1999. - 352p.
Zhukova N.S. Overcoming underdevelopment of speech in children: Proc. - method. allowance. - M.: Sots. - watered, journal, 1994. - 96 p.
Karpova, S.N., Trouve E.I. Psychology of speech development of the child. - Publishing House of Rostov University, 1987. - 192 p.
Levina, R.E. Education of correct speech in children. M., 1958.
Fundamentals of the theory and practice of speech therapy / edited by R.E. Levina. - M., 1968. (Sections I, P.)
speech therapy. Methodological heritage: A guide for speech therapists and students. defectol. fak. ped. universities / Under the editorship of L.S. Volkova: In 5 books. - M.: Humanit. ed. center VLADOS, 2003. - Book. V: Phonetic-phonemic and general underdevelopment of speech: Speech disorders in children with sensory and intellectual disabilities. - 480 s.
Medvedeva, T.V. Coordination of the work of a speech therapist and educator in the formation of coherent speech of children with the III level of speech development // Defectology. - 2002.
Nishcheva, N.V. The system of correctional work in a speech therapy group for children with speech underdevelopment. - St. Petersburg: CHILDHOOD-PRESS, 2003. - 528.
Pravdina, O.V. speech therapy. Proc. allowance for a defectologist. fak. pedagogical universities. - M.: "Enlightenment", 1969. - 310 p.
Semenovich, A.V., Khalilova L.B., Lanina T.N. Patterns of the formation of the sensorimotor level of the implementation of a coherent statement in preschool children with speech underdevelopment // Defectology. - 2004.
TiheevaYu E.I. Development of the speech of children (early and preschool age): A guide for educators for children. garden / Under the editorship of F.A. Sokhin. - 5th ed. - M.: Enlightenment, 1981. - 159 p.
Tkachenko, T.A. If the preschooler does not speak well. - St. Petersburg: Accident, 1998. - 112 p.
Fedorenko, L.P. et al. Methodology for the development of speech in children of preschool age. Handbook for students of preschool ped. schools. M.: Enlightenment, 1977. - 239 p.
Filicheva, T.B. Children with general underdevelopment of speech: Educational and methodological manual for speech therapists and educators / T.B. Filicheva, T.V. Tumanov. - M.: "Gnome-Press", 1999. - 80s.
Filicheva T.B., Chirkina G.V., Tumanova T.V., Mironova S.A., Lagutina A.V. Correction of speech disorders: Programs of preschool educational institutions of a compensatory type for children with speech disorders. - M.: Enlightenment, 2008. - 272 p.
Filicheva T.B., Chirkina G.V. Elimination of general underdevelopment of speech in preschool children. - M., 2005.
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Principles of constructing lessons on the formation of coherent speech in preschoolers with general underdevelopment of speech
Based on the analysis of the literature and the conducted experimental study on the formation of coherent speech, lessons were developed on the formation of coherent speech in older preschoolers with OHP. They are aimed at the formation of a coherent statement in this category of children. The formation of coherent speech of children with OHP is carried out both in the process of various practical activities during games, regime moments, observations of others, etc., and in special correctional classes. These classes are built taking into account didactic principles:
ü The principle of direction of corrective work.
The purpose of this principle is to form what should be achieved by the child in the near future in accordance with the requirements of society, thus realizing the socio-psychological standard. The creation of the child's zone of proximal development is determined as the main content of correctional activity.
ü The principle of accessibility and affordability.
The structure of tasks from stage to stage becomes more complicated: from the simplest representations up to the linguistic representations that are most late assimilated by the child (the most complex). Those. the principle assumes a smooth and accessible for the child "build-up" of the complexity of the proposed material.
The age and individual characteristics of children with OHP are taken into account when determining the volume and content of each proposed task.
ü The principle of visibility.
When teaching children with OHP, not only visibility is important, i.e. showing the completion of the task, but also real help to the child in the performance of a particular task. Thus, the child's perception of the correct performance of the task is enhanced.
ü The principle of consciousness and activity.
It assumes that in the process of learning new things, preschoolers will make mental and practical actions, including actions for the perception of the studied material, its comprehension (understanding), consolidation and application. The activity of children in learning is manifested in their rather high degree of independence: children themselves answer questions, complete tasks, and use help if necessary.
ü The principle of individual approach.
According to this principle, each child, based on their own capabilities and characteristics, can choose an acceptable pace of work for themselves. This choice should be controlled by an adult.
ü The principle of a systematic approach.
The principle involves not only the formation of coherent speech, but also the formation of the grammatical structure of speech by fixing the correct prepositional constructions in the child's speech.
Ø development of phrasal speech,
Thus, correctional work on the development of coherent speech skills is built in accordance with the general didactic principles of systematic and consistent training, taking into account the age and individual psychological characteristics of children, the focus of training on the development of their activity and independence. All this will inevitably have a positive effect on both speech and general development child.
Methodological approaches to the formation of coherent speech in preschoolers with general underdevelopment of speech
The purposeful formation of coherent speech is of paramount importance in the overall system speech therapy work with children with general underdevelopment of speech and requires a differentiated approach to the choice of methods and techniques for the formation of coherent speech. Therefore, along with generally accepted methods and principles, it is quite reasonable to use original, creative methods, the effectiveness of which is obvious.
The techniques used by the defectologist teacher may vary depending on the capabilities of a particular child: storytelling, text modeling, retelling, working on a sentence (building a phrase), making sentences from pictures (pictures).
For the preschool period, play activity is leading. Organically combined with work and learning, it contributes to the full development of the child to the greatest extent. That is why, starting to create the Soviet system of preschool education in the 20s and developing forms and methods of working with children of preschool age. N. K. Krupskaya, A. S. Makarenko, P. P. Blonsky, Z. M. Boguslavskaya considered the game as a form of organizing the life of children and an important means of communist education. Work on the development of coherent monologue speech with children attending speech therapy groups kindergarten, can be carried out both in special remedial classes, and in the process of various practical activities, during games, during many regime moments.
Dramatization games and dramatization games unite children who are familiar with the text and imagine the plot, the sequence of game actions. In these games, the child plays the role of a fairy-tale (literary) character, accepts his position, and thereby overcomes the egocentrism inherent in age.
The main methods of teaching children with OHP different types of monologue can be called:
Shared storytelling;
Providing a sample or outline of a story;
Compiling a story in parts;
Collective compilation of a story;
Text modeling, etc.
Text material must be selected in accordance with the following basic requirements:
The volume of texts increases as the speech capabilities of children increase;
The episodes described in them are close to children in meaning and content;
The storyline is built in a clear logical sequence. If there are words unfamiliar to children in the text, the teacher needs to vocabulary work before or after reading it.
The work on the proposal has its own characteristics.
On the early stages work on a sentence is connected with the development of understanding of oral speech and the first steps of children in clarifying and accumulating a dictionary, in constructing an utterance. The children build the phrase orally. This is a short answer to a question leading to a dialogue. This is preceded by the naming of objects and actions, answers by visual action, repetition of various counting rhymes with the teacher, etc. Game situations, staging help to expand the range of questions, the amount of vocabulary involved in the construction of a phrase.
Drawing up proposals for pictures (pictures)
This type of work is based on verbalization (verbalization) of directly perceived material. Separate elements need to be isolated, connections between them must be established, and for this it is necessary to analyze the picture, where the attention of children will be drawn to those elements of the composition that will serve as the basis for subsequent work. Usually it is better to give questions, key words, oral instruction. For example, the painting "Hide and Seek".
V.P. Glukhov points out that teaching storytelling from pictures takes important place in general correctional work on the development of coherent, grammatically correct speech of children with OHP. The teaching methodology is built taking into account the speech disorders noted in children of this group, as well as the characteristics of mental and cognitive development. This concerns the conduct of special preparatory work, the selection and sequence of use of illustrative material, the structure of classes and methods of corrective work. Particular attention is paid to techniques aimed at developing attention, visual and auditory perception, logical thinking, etc.
In order to form coherent speech in older preschool children with OHP, it is recommended to conduct the following types of classes with picture material:
1. Drawing up stories based on multi-figure plot pictures depicting several groups of characters or several scenes within a common plot familiar to children (“Family”, “Games on the playground”, “Winter entertainment”, etc.). Such pictures make it possible to compose short stories initially in separate fragments, which makes it easier for children to subsequently compose a coherent story-message throughout the picture.
2. Compilation of short stories-descriptions based on plot pictures, in which the image of the scene, objects, events that determine the general theme of the picture (“Ice drift”, “The river froze”, “Bridge over the river”, etc.) comes to the fore. .
3. Narrative through a series of plot pictures, depicting in sufficient detail the development of the plot action. In the second year of study, it is recommended to complicate tasks: compiling stories based on a series of pictures depicting individual, “key” moments of the action, as well as skipping any link in a series of pictures.
4. Teaching storytelling based on a separate plot picture with children inventing previous and subsequent events (on supporting questions).
5. Description of the landscape painting.
Classes for different types of paintings include a number of common elements: preparing children for the perception of the content of the picture (preliminary conversation, reading literary works on the subject of the picture, etc.); analysis of its content; teaching children how to write a story; analysis of children's stories.
To activate attention, visual perception and memory, it is recommended, after analyzing the content of the pictures, to conduct game exercises such as:
"Who will see more?" (the child names the objects depicted in the picture specified color, appointments made from this or that material, etc.);
"Who remembers better?" (the child must remember what actions the various characters in the picture perform);
"Who is the most attentive?" (using the picture, the children alternately complete the sentence begun by the teacher with the word that is necessary in meaning); the technique of playing by children through pantomime of the actions of the characters of a multi-figured picture or a series of pictures, followed by their utterance, etc.
When teaching storytelling from a picture, the following methodological techniques are used:
ü a sample of the teacher's story on the picture or part of it,
o leading questions,
ü preliminary plan of the story,
ü compiling a story based on fragments of a picture, a collective composition of a story by children.
At first, they practice in compiling a short, and then a more detailed story in its entirety on leading questions; then move on to storytelling. detailed plan offered by the teacher.
Teaching storytelling through a series of plot pictures is recommended to be carried out on the basis of a generally accepted methodology in the following version.
At the first lesson, a sequential analysis of each picture of the series is carried out; at the same time, children develop the skills of purposeful analysis of visually perceived subject content. They learn to highlight the "active", event basis (defining the actions of the characters, clarifying the connections between them) and the essential details of the image. After that, the pictures in the right order are placed by one or two children on a typesetting canvas (tripod). On the questions of the teacher, the general content of the depicted events is determined. Then the children "in a chain" make statements for each of the consecutive pictures.
In the second lesson, they alternately compose stories for several picture fragments and for the entire series as a whole. As a teaching technique, it is recommended to draw up a plot plot, the beginning of the depicted action (on the questions of the teacher or this sample).
As the speech capabilities of children increase, the system for the formation of coherent speech includes tasks for compiling short stories on a topic from personal and collective experience. It is advisable to include such tasks in classes based on the events held in the preschool institution - matinees, excursions, "leisure activities", as well as observations during walks, socially useful activities, etc. Children talk about the holiday held in kindergarten, about interesting game(“Our train”, “On a visit to the forester”, etc.), about what they saw on the excursion. The stories are compiled based on the model of the teacher and the preliminary question plan. Used: a collective form of compiling a story, receiving its additions to other children.
Drawing up stories based on collective experience can be carried out using photographs and slides, as well as drawings by the children themselves, reflecting events from their life in a preschool institution. Watching the corresponding videos can also be used as a "reference" visual material for compiling children's stories. Teaching this type of storytelling is carried out both in speech therapy and in educational classes conducted according to the plan of a speech therapist. The compilation of stories based on experience may be preceded by the organization of exhibitions of children's drawings on the same topic.
When conducting all classes on teaching children with OHP to tell stories, great attention should be paid to preparatory work (preparation for perception and preliminary analysis of the content of the text or the plot visually presented in the picture - highlighting important semantic links, the sequence of events, etc.; special language analysis of the text for retelling or speech sample; speech - lexical and grammar exercises; game techniques that activate attention, visual and verbal perception, memory and imagination of the child).
At all stages of training, it is necessary to pay attention to such a type of work as the analysis and discussion of children's statements. At the same time, such qualities of stories as the completeness and consistency of the transfer of content, semantic correspondence to the text and picture material, the successful use of means of figurative expression, the manifestation of elements of fantasy are noted. During collective discussion children (according to the teacher's comments) make additions, point out mistakes made - in the design of individual statements, the use of words and phrases. As a result, additional opportunities are created for exercises on the selection of lexemes, the correct use of word forms and the construction of sentences.
G.A. Vanyukhina developed an algorithm for the process of teaching coherent statements, which is based on the patterns of phrasal ontogenesis and includes the complication of a syntactic stereotype: a single-word sentence - the first forms of words - a two-part sentence - a sentence of several words - a complex sentence - a detailed narrative.
Algorithm for the process of learning connected statements:
Filling the future story with non-speech and speech content:
1. "Living" the plot with an emphasis on the sequence of dominant sensory images as potential points of the plan.
2. Simultaneous discussion of events through: - commenting speech of the teacher; - mixed dialogues; - egocentric speech.
Storytelling:
1. "Living" the plot based on the signal subject-schematic plan in the wake of the dominant memories.
2. Simultaneous discussion of emerging images in the form of a passive-active monologue through: - compiling a sample story together with the teacher; - semiconjugated speech; - reflected speech.
· Self-narration.
Variable repetition of the story when circumstances change.
· Organization of preventive, developing and corrective environment.
Deciphering the algorithm of the process of teaching coherent statements helps to determine the features of the organization of a preventive, developmental and correctional environment.
I stage. This is the direct sensorimotor stage of dialogic speech. During it, the future story is filled with non-speech and speech content. Natural and simulated communication situations are created:
In free activity (teacher with children in a relaxed form and independent children's);
Specially organized activities (game, labor, social, artistic, theatrical, etc.);
Specially organized training (selection of the plot of the future story and its pronunciation in the classroom on familiarization with the environment, mathematics, modeling, applications, drawing, design, physical education, music; clarification and activation of speech samples of the future story in the classroom on fiction and the development of speech with lexical and grammatical orientation).
II stage. This is an indirect symbolic-logical stage of a passive-active monologue (collecting a story).
Classes are held for the development of speech with a phrasal orientation, children's activities are organized, in which plot models, objects, drawings, paintings, diagrams, videos, etc. are used.
III stage. This is an indirect linguistic stage of an active monologue, independent storytelling.
Specially organized classes and various types of activities are used: - frontal, subgroup or individual classes for the development of phrasal speech using various forms and types of statements (sample story, competition stories, story competitions, oral compositions, etc.); - organized activities of children (game-conversation "Gatherings-bandages", everyday situations of communication, role-playing games, theatrical performances, holidays, parental "games of communication", individual conversations of children with parents on the topic "Introduce the story to mom", etc.). d.); - independent activity of children (stories optional).
L.V. Omelchenko points out that mnemonics techniques serve as an effective corrective tool in teaching coherent speech of preschoolers with OHP.
Mnemonics, or mnemonics,- a system of various techniques that facilitate memorization and increase the amount of memory by forming additional associations. Such techniques are especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal. The use of mnemotables in classes for the development of coherent speech allows children to more effectively perceive and process visual information, recode, store and reproduce it in accordance with the educational tasks set. However, for the development of coherent speech, the use of artificial methods alone is not enough, since the main support for memorization is not artificial, but logically justified, meaningful connections established both within what is remembered and between the material being remembered and something already well known. The peculiarity of the technique is the use of not images of objects, but symbols for indirect memorization. This makes it much easier for children to find and memorize words.
Traditionally, work on the development of coherent speech of children with OHP is carried out in the following areas: vocabulary enrichment, learning to compose a retelling and inventing stories, learning poems, guessing riddles.
Didactic material is mnemonic tables - diagrams that contain certain information. Mastering the techniques of working with mnemonic tables significantly reduces the training time and at the same time solves problems aimed at:
development of basic mental processes - memory, attention, imaginative thinking;
recoding of information, i.e. transformation of abstract symbols into images;
development of fine motor skills of hands with partial or full graphic reproduction.
Observations by L.V. Omelchenko showed that the introduction of models facilitates the process of children mastering the content and structure of narrative texts, their coherence. The analysis of the stories revealed an improvement in almost all indicators: by the end of the training, most of the children retold the texts on their own, without leading questions.
The implementation of the program of variant teaching of retelling provides freedom for the manifestation of verbal activity, provides for the multivariate use of speech means (proverbs, metaphorical riddles, phraseological turns, tongue twisters, ditties), enrichment of the subject environment (spatio-temporal model for the work, the use of conditional substitutes, different types of theaters) , presents samples of creative behavior (mimic and pantomimic etudes of psycho-gymnastics according to the content of a literary text, play-dramatization).
VC. Vorobieva has developed such a method, which differs significantly from the method of verbal clarification, which is widely used in speech therapy, as stated in the message, based on questions from a speech therapist. This is a way of showing the semantic structure of the story and the way sentences are connected in it, which will clearly demonstrate to children, due to which components the transition of thought from one sentence to another is carried out.
The fundamental point of the methodology of speech therapy work with children with underdevelopment of speech is the initial formation of their skills and abilities in coherent narrative, rather than descriptive speech. Because narrative story: dynamic, there is a quick change of actions; the semantic program of a narrative story is rather rigidly motivated by the sequence of actions of one or another event; a descriptive story is static, in fact, does not have a program set from outside, it must be created intentionally and independently.
Given the psychological aspects, the formation of coherent speech should be carried out in stages.
1 section. Formation of an indicative basis for actions to
recognition of a coherent message - a story.
2 section. Formation of the initial skill of coherent speaking. Acquaintance with the rules of the semantic and linguistic organization of coherent speech.
3 section. Consolidation of the rules of semantic and linguistic organization of coherent speech.
4 section. Transition to independent coherent speech based on the rules of the semantic and linguistic organization of a text message.
Thus, in the course of purposeful learning, children form ideas about the basic principles of constructing a coherent message: the adequacy of the content, the sequence of presentation, the reflection of the causal relationship of events, etc. A significant place is given to work on retelling, with a gradual complication of the structure and language material of the text. Children master the skills of compiling a story on a visual basis, a story by analogy, that is, those types of monologue statements that, along with retelling, form the basis for mastering knowledge in the period primary education at school.
Work on coherent speech is a special direction in the learning process that contributes to mastering the skills of full-fledged speech communication, the ability to more freely use a variety of syntactic, grammatical and morphological forms of the language.
The formation of a coherent statement is carried out in the process of children's practical mastery of speech activity: both in the process of various practical activities during games, regime moments, observations of others, etc., and in special correctional classes.
Work on the development of coherent speech includes:
Ø formation of the lexical and grammatical structure of speech,
Ø development of phrasal speech,
Ø development of verbal communication skills,
Ø retelling, compiling a story based on a series of plot pictures.
The lessons are based on the works of V.P. Glukhova, T.A. Tkachenko, O.S. Ushakova and others.
I. Lexical exercises, lexico-grammatical exercises:
It is necessary to give the child a complete orientation in the typical ways of inflection and word formation, to cultivate a linguistic flair, an attentive attitude to the language, its grammatical structure, a critical attitude towards one's own and other people's speech, and the desire to speak correctly.
In children with OHP, it is necessary to develop the ability to choose a word-formation pair from a number of words (those words that have a common part - “teaches”, “book”, “pen”, “teacher”; “story”, “interesting”, “tell” ) or form a word according to the model: cheerful - fun; fast... (quick), loud... (loud).
Children find related words in context. For example, with the word “yellow”: “There are (yellow) flowers growing in the garden. Grass begins in autumn ... (turn yellow). The leaves on the trees... (turn yellow)."
Children need to develop the ability to form nouns with magnifying, diminutive, affectionate suffixes and understand the difference in the semantic shades of the word: birch - birch; book - book. Distinguishing adjectives (smart, bad, full) develops the ability to accurately and appropriately use these words in different types of statements.
Selyutina Marina Nikolaevna
Teacher speech therapist
GOU SOSH No. 541 SWAD Moscow
Purposeful formation of coherent speech is of great importance in the general system of speech therapy work with children with general speech underdevelopment. This is determined, first of all, by the leading role of coherent speech in teaching children of both senior preschool and, in particular, school age. The systemic speech underdevelopment noted in children, as a rule, in combination with a lag in the development of a number of mental functions, requires a differentiated approach to the choice of methods and techniques for the formation of independent skills.
The formation of a coherent speech of children with OHP in a correctional kindergarten is carried out both in the process of various practical activities during games, regime moments, observations of others, etc., and in special correctional classes.
Methodology of work on development of coherent speech of preschoolers with OHP covered in a number of scientific and scientific-methodical works on speech therapy.
The program of correctional education and upbringing of children with general underdevelopment of speech and methodological guidelines for it provide recommendations on the formation of coherent speech of children in accordance with the periods of study.
In the first period of the first year of study (September-November), children must master the skills of compiling simple sentences on questions, demonstrated actions and on pictures, followed by the compilation of short stories.
In the II period (December-March), the skills of conducting a dialogue are being improved; children are taught how to compose simple description subject, short stories based on pictures and their series, stories-descriptions, simple retellings.
In the III period (April-June), along with the improvement of dialogue and skills in these types of storytelling, training is provided for compiling a story on a topic (including inventing its end and beginning, adding episodes, etc.). The main task of this period is the development of independent coherent speech of children.
Dialogic speech skills are developed and consolidated in speech therapy classes on the formation of lexical and grammatical means of language, coherent speech and in all types of educational work with children (training sessions, thematic conversations, organized games, walks and excursions, etc.).
The development of the monologic form of speech is carried out, first of all, in speech therapy classes for the formation of coherent speech, as well as in educational classes in the native language and subject-practical classes.
When teaching children with the third level of speech development, special attention is paid to the formation of coherent monologue (descriptive and narrative) speech. The main methods of teaching children coherent monologue speech, researchers include teaching retelling, storytelling (about real events, objects, from pictures, etc.) and oral composition from imagination.
Using scientific and methodological recommendations on the formation of coherent speech of children with normal speech development as the basis for teaching children with OHP, it is necessary to adapt the forms and methods of this work, taking into account speech disorders and concomitant developmental deviations.
When conducting classes on teaching storytelling, the speech therapist faces the following tasks:
Consolidation and development of speech communication skills, speech communication in children.
Formation of skills for constructing coherent monologue statements.
Development of skills of control and self-control over the construction of coherent statements.
Purposeful impact on the activation and development of a number of mental processes (perception, memory, imagination, thinking), closely related to the formation of oral speech communication skills.
The formation in children of the skills of building coherent detailed statements, in turn, includes:
Assimilation of the norms for constructing such a statement (thematic unity, following the sequence in the transmission of events, the logical connection between parts-fragments of the story, the completeness of each fragment, its correspondence to the topic of the message, etc.);
Formation of planning skills for detailed statements; teaching children to highlight the main semantic links of the story-message;
Learning the lexical and grammatical design of coherent statements in accordance with the norms of the native language.
Work on the formation of coherent grammatically correct speech is based on the general principles of speech therapy influence developed in Russian correctional pedagogy. The leading ones are the following:
Reliance on the development of speech in ontogenesis, taking into account the general patterns of formation of various components of the speech system in the norm during preschool childhood;
Mastering the basic laws of the grammatical structure of the language on the basis of the formation of linguistic generalizations and oppositions;
The implementation of a close relationship of work on various aspects of speech - grammatical structure, vocabulary, sound pronunciation, etc.
Work on the formation of coherent speech is also built in accordance with general didactic principles (systematicity and consistency in teaching, taking into account the age and individual psychological characteristics of children, the focus of training on the development of their activity and independence).
The main form of work is educational speech therapy classes conducted by a small group method (5-6 people). Classes are held 1-3 times a week (depending on the period of study) for 20-30 minutes, in the morning. At the same time, instructions and methodological recommendations on the organization of education for children with OHP are taken into account.
Teaching children storytelling (retelling, story-description, etc.) is preceded by preparatory work (the first period of the first year of study). The purpose of this work is to achieve the level of speech and language development necessary to compose various types of detailed statements.
The preparatory work includes: the formation of the lexical and grammatical basis of coherent speech, the development and consolidation of skills for constructing sentences of different structures, as well as communication skills for full communication between children and the teacher and among themselves in the course of classes.
The tasks of the preparatory stage of training include:
Development of directed perception of the teacher's speech and attention to the speech of other children;
Formation of the installation for the active use of phrasal speech when answering the questions of the teacher; consolidation of skills in compiling answers to questions in the form of detailed proposals;
Formation of skills to adequately convey in speech, simple actions depicted in the pictures;
Assimilation of a number of language means, primarily lexical ones (words-definitions, verbal vocabulary, etc.), necessary for the compilation of speech statements;
Practical mastery of simple syntactic models of phrases, compiled on the basis of direct perception and existing ideas; the formation of mental operations associated with mastering phrasal speech - the ability to correlate the content of a phrase-statement with the subject and topic of the statement (whether the subject and object of the action are correctly defined, whether the action being performed is named, whether this or that quality of the object is reflected, etc.).
The implementation of these tasks is carried out in speech therapy classes in the course of exercises for making statements on the demonstrated actions, situational and plot pictures, in the course of specially selected speech games and exercises, preparatory work for the description of objects.
The methodology for teaching how to write sentences to demonstrate actions, followed by combining individual statements into a short story, has been detailed in a number of studies.
Exercises for drawing up sentences on pictures (subject, situational, etc.) can be carried out using different methodological techniques. When teaching children with OHP, the following methodology is recommended. For exercises, two types of pictures are used:
1) pictures on which the subject and the action performed by him can be distinguished;
2) pictures depicting one or more characters and a clearly marked scene. According to them, children exercise in the sequential compilation of sentences of various semantic-syntactic structures.
The formulation of appropriate questions to the pictures and a sample answer are used. The latter is used at the beginning of work with this type of pictures, as well as in the future - in case of difficulties in constructing a phrase.
From drawing up a sentence on a separate situational picture, in the future, you can proceed to drawing up a phrase based on several subject pictures (at first, three or four, then two).
In the process of preparatory work, attention is drawn to the formation and consolidation of practical skills in children in compiling answers to questions in the form of detailed phrases (in 3-4 or more words). Children learn a certain type of phrase-answer, which includes "supporting" content elements of the teacher's question.
Consolidation and development of verbal communication skills involves the formation of the ability to make contact, conduct a dialogue on a given topic, play an active role in the dialogue, etc. Attention is paid to the formation of skills to participate in a collective conversation, the ability to perceive it, the ability to engage in dialogue at the direction of the teacher.
In addition, the content of the preparatory work includes a number of developing speech games and exercises aimed at activating the speech-cogitative activity of children, consolidating the skills of composing phrasal statements, forming verbal creativity and developing a sense of language.
The verbal creativity of children when performing these tasks is manifested in finding words and speech expressions that reflect the content of visual images of objects and phenomena as accurately as possible, in constructing phrases and sentences. Their regular performance of exercises for the selection of synonyms and antonyms, epithets, comparisons, rhyming words, etc. not only contributes to a better assimilation of language means of figurative expression, but also allows you to use the acquired speech skills (inflection, use of words in different meaning) in the future, when compiling their own stories.
The tasks of working on the formation of grammatically correct phrasal speech at this stage include the assimilation by children of the most simple forms combinations of words in a phrase - forms of agreement between a noun and a verb (in the function of the subject and predicate), as well as adjectives with nouns in the nominative case. Children learn to distinguish between the endings of feminine, masculine and neuter adjectives, to correlate the case form of adjectives with the categories of gender and number of nouns. For this, special exercises are used, which at the same time are preparatory to compiling independent descriptions of objects.
Thus, at the first stage of training, children practice composing phrases-statements on a visual basis, according to the existing ideas, they learn a number of linguistic (lexical, syntactic) means of constructing speech statements. Children form attitudes to the active use of phrasal speech, attention to the speech of the teacher, to their own statements. This is the basis for the subsequent transition to mastering various types of monologue statements.
The development of coherent speech was studied in various aspects by K.D. Ushinsky, E.I. Tiheeva, E.A. Flerina, A.M. Borodich and others. “Connected speech,” F.A. Sokhin emphasized, “is not just a sequence of thoughts connected with each other, which are expressed in exact words in correctly constructed sentences ... Connected speech, as it were, absorbs all the achievements of the child in mastering the native language, in mastering its sound side, vocabulary and grammatical structure. By the way children build their statements, one can judge the level of their speech development.
According to Professor A.V. Tekuchev, connected speech should be understood as any unit of speech, the constituent language components of which (significant and functional words, phrases) are organized according to the laws of logic and grammatical structure given language a single whole. In accordance with this, each independent separate sentence can be considered as one of the varieties of coherent speech.
Connected speech is the most complex form of speech activity. It has the character of a consistent systematic detailed presentation. The main function of connected speech is communicative. It is carried out in two main forms - dialogue and monologue.
Dialogue as a form of speech consists of replicas, from a chain of speech reactions, it is carried out either in the form of successive questions and answers, or in the form of a conversation (conversation) of two or more participants. The dialogue is based on the commonality of perception of the interlocutors, the commonality of the situation, the knowledge of what is being discussed.
Monologue speech is understood as a coherent speech of one person, the communicative purpose of which is to report on any facts of reality. A monologue is the most complex form of speech that serves for purposeful "transmission of information. The main properties of monologue speech include: one-sided nature of the statement, arbitrariness, conditionality of the content by orientation towards the listener, limited use of non-verbal means of transmitting information, arbitrariness, expansion, logical sequence of presentation. Feature This form of speech lies in the fact that its content, as a rule, is predetermined and pre-planned.
Coherent speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. In contextual speech, its content is clear from the context itself. The complexity of contextual speech lies in the fact that it requires the construction of an utterance without taking into account a specific situation, relying only on linguistic means.
The development of both forms (dialogue and monologue) of coherent speech plays a leading role in the process of speech development of the child and occupies a central place in the overall system of work on the development of speech in kindergarten. Teaching coherent speech can be seen as both a goal and a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child's independent use of individual words and syntactic constructions.
In children without speech pathology, the development of coherent speech occurs gradually along with the development of thinking, is associated with the development of activity and communication.
In the first year of life, in the process of direct emotional communication with an adult, the foundations of future coherent speech are laid. On the basis of understanding, at first very primitive, active speech of children begins to develop.
By the beginning of the second year of life, the first meaningful words appear, later they begin to serve as designations for objects. Gradually, the first proposals appear.
In the third year of life, understanding of speech, one's own active speech develops rapidly, vocabulary increases sharply, and the structure of sentences becomes more complicated. Children use the dialogic form of speech.
At preschool age, there is a separation of speech from direct practical experience. The main feature is the emergence of the planning function of speech. It takes the form of a monologue, contextual. Children master different types of coherent statements (description, narration, partly reasoning) with and without visual material. The syntactic structure of stories becomes more complicated, the number of complex and complex sentences increases.
So, by the time they enter school, coherent speech in children with normal speech development is quite well developed.
In children with OHP, coherent speech is not sufficiently formed. A limited vocabulary, repeated use of the same sounding words with different meanings makes children's speech poor and stereotyped. Correctly understanding the logical interconnection of events, children are limited only to listing actions.
When retelling, children with OHP make mistakes in conveying the logical sequence of events, skip individual links, and "lose" characters.
The story-description is not very accessible to them, usually the story is replaced by a separate enumeration of objects and their parts. There are significant difficulties in describing a toy or object according to the plan given by the speech therapist.
Creative storytelling for children with OHP is given with great difficulty, more often it is not formed. Children experience serious difficulties in determining the idea of the story, the consistent development of the chosen plot and its language implementation. Often, the performance of a creative task is replaced by a retelling of a familiar text.
The formation of coherent speech in children with ONR is of paramount importance in the overall complex of corrective measures. The organization of teaching children with speech underdevelopment involves the formation of skills to plan their own statement, independently navigate in a speech situation, independently determine the content of their statement.
L.N. Efimenkov makes an attempt to systematize the methods of work on the development of speech of children with ONR. All correctional work is divided into three stages. At each stage, work is carried out on the development of a dictionary, phrasal speech and access to coherent speech. The formation of coherent speech is the main task of the third stage. The work begins with the concept of the word, the connection of words in a sentence. The author proposes to teach children with OHP, first, detailed, then selective and creative retelling. Any kind of retelling is preceded by an analysis of the text. Work on a coherent speech is being completed by teaching how to compose a story based on personal experience.
V.P. Glukhov offers a system for teaching children storytelling in several stages, providing for children to master the skills of monologue speech in the following forms: composing statements based on visual perception, reproducing the listened text, compiling a story-description, storytelling with elements of creativity.
T.A. Tkachenko when working on the formation of coherent speech in children with OHP, he uses auxiliary means, such as visualization and modeling of the utterance plan. The exercises are arranged in order of increasing complexity, with a gradual decrease in clarity and "folding" of the utterance plan. The result is the following workflow:
Retelling the story by visual action;
A story in the wake of a visual (demonstrated) action;
Retelling the story using a flannelgraph;
Retelling of the story based on a series of story paintings;
Drawing up a story based on a series of plot pictures;
Retelling the story based on the plot picture;
Narrative storyline.
A feature of this system of work is that by consistently applying the stages of learning, it is possible to form coherent speech in those children who initially did not possess detailed semantic statements.
The special literature does not fully reflect the content of correctional and pedagogical work on teaching older preschoolers the skills and abilities of building a coherent statement with elements of creativity, especially inventing stories and fairy tales.
When assessing the readiness for creativity of children, the following points are taken into account:
Is the idea, theme conveyed correctly;
What is the degree of accuracy in the characterization;
What is the independence and logical sequence of presentation;
What artistic means are used that are characteristic of fairy tales;
To identify the capabilities of children in compiling stories with elements of creativity and the features of monologue speech when they are performed, the following tasks are offered to children:
1. Make up a story about any case with a girl (boy) in the forest. For example, a picture is offered, which shows children with baskets in a forest in a clearing, looking at a hedgehog with hedgehogs. The children have to come up with their own story, using a hint of who else can be seen in the forest if you watch carefully.
2. Complete the story according to the finished beginning (based on the picture). The task was aimed at revealing the children's capabilities in solving the set creative task, the ability to use the proposed speech and visual material when compiling the story. Children should continue the story about the hedgehog with hedgehogs, come up with an ending about what the children did after watching the family of hedgehogs.
3. Listen to the text and find semantic errors in it (wintering birds returned from hot countries in autumn - starlings, sparrows, nightingales. In the forest, children listened to the songs of songbirds - nightingales, larks, sparrows, jackdaws). After correcting semantic errors, make sentences, replacing the word "fly" with other words more characteristic of different birds: swallows circle, flash; fuss, sparrows curl; swifts rush by.
4. Retell a short text. To assess the possibilities of retelling, we used the story of L.N. Tolstoy "Katya and Masha". The following creative options were offered:
Come up with a continuation of events;
Act out the story;
Introduce new characters.
5. Write a story-description of your favorite toy or the toy you want to receive on your birthday.
Most often, children experience difficulties in compiling a detailed story from a picture, a series of plot pictures, sometimes they find it difficult to single out the main idea of the story, to determine the logic and sequence in the presentation of events. The stories are composed with an emphasis on external, superficial impressions, and not on the causal relationships of the characters.
When retelling a short text, children do not always fully understand the meaning of what they read, omit details that are essential for presentation, break the sequence, allow repetitions, add unnecessary episodes or memories from personal experience, find it difficult to choose the right word.
The descriptive story is poor, suffers from repetition; the proposed plan is not being used; the description is reduced to a simple enumeration of individual features of a favorite toy or familiar object.
The main directions of correctional work on teaching children with OHP to compose stories and retellings with elements of creativity in the preparatory group during the second year of study:
1. Drawing up proposals for two subject pictures (grandmother, armchair; girl, vase; boy, apple) with subsequent distribution of homogeneous definitions, other secondary members of the sentence. (The boy eats an apple. The boy eats a juicy sweet apple. A little boy in a plaid cap eats a juicy sweet apple.)
2. Restoration of various kinds of deformed sentences, when the words are broken down (lives, in, fox, forest, dense); one, or several, or all words are used in the initial grammatical forms (live, in, fox, forest, dense); there is a omission of words (Fox ... in a dense forest.); there is no beginning (... lives in a dense forest) or end of a sentence (A fox lives in a dense ...).
3. Drawing up proposals for "live pictures" (subject pictures are cut out along the contour) with a demonstration of actions on a flannelgraph.
This type of work is very dynamic, it allows you to model situations, including spatial landmarks, helps to consolidate many prepositions in speech, the use of prepositional case constructions (Rooster, fence - The rooster flew up the fence. The rooster flew over the fence. The rooster is sitting on the fence. The rooster is looking for food behind fence, etc.)
4. Restoration of sentences with semantic deformation (The boy cuts paper with rubber scissors. A strong wind blew because the children put on their hats.)
5. Selection of words from those named by the speech therapist and making sentences with them (Boy, girl, read, write, draw, wash, book).
Gradually, children learn to arrange sentences in a logical sequence, find supporting words in texts, which is the next step to the ability to draw up a plan, and then determine the topic of the statement, highlight the main thing, consistently build their own message, which should have a beginning, continuation, end.
In the process of performing these tasks, children activate the previously formed idea of the semantics of words and phrases, improve the skill of selecting language means for accurately expressing their own thoughts.
The detailed semantic statements of children with general underdevelopment of speech are distinguished by the lack of clarity, consistency of presentation, fragmentation, emphasis on external, superficial impressions, and not on the causal relationships of the actors. The most difficult thing for such children is independent storytelling from memory and all kinds of creative storytelling. But even in the reproduction of texts according to the model, a lag behind normally speaking peers is noticeable. Characteristically, the lack of a sense of rhyme and rhythm in children prevents them from memorizing poetry.
Let us consider the issue of the formation of descriptive-narrative speech in children with the third level of general speech development on the example of teaching storytelling based on a plot picture and a series of sequential plot pictures with visual support for a finished plot (based on key words). We presented the types of work in the attached scheme (see Appendix).
We started teaching storytelling based on a ready-made plot with work on plot pictures depicting only one action, and at first we presented pictures where the main character is a person, a child or an adult. (The boy is washing. The girl is washing the dishes. Dad is repairing the typewriter. Mom is knitting. Grandmother is lying on the sofa. Grandfather is reading a newspaper.) After several classes, when the children learn how to grammatically formulate sentences, we present pictures where animals perform actions. (The cat plays with a ball. The dog barks at the cat.)
For the next complication, we select pictures with inanimate objects. (The ball rolled into the river. The kettle is on the table.) The actions in the pictures are mainly related to the everyday situation, so in most cases, children begin to cope with the proposed task within 4-5 lessons: to accurately name the action shown in the picture. And we move on to learning how to make sentences using pictures, which show two or more actions. (The girl washes the dishes, the boy wipes the dishes. The boy and girl make a snowman, another boy rolls snowballs.) Here it is necessary to teach the children how to start and end the story, sometimes offering options for the beginning and end.
The work done allows you to move on to the next type of activity, namely: compiling a story based on a series of plot pictures depicting the same character (child, adult, animal, inanimate object). Children are invited to set the sequence of actions in the pictures and make up a story based on this series. A series of story pictures help children develop observation skills, note new phenomena in each subsequent picture, help clarify children's ideas and concepts, enrich them with new information, and teach them to present what they see in a logical sequence.
The speech therapist may first resort to questions to help establish the sequence of events, or even offer his own sample story.
Already at the very first stages of teaching storytelling using a series of plot pictures, you can offer children to solve certain creative tasks, for example, offer to tell the series worked out in the previous lesson without presenting 1-2 pictures, include yourself in the category of characters, or even tell in the first person, making yourself the main participant in the events depicted, then invite a group of children (according to the number of participants) to stage this series. Try to come up with dialogues, you can introduce additional participants, additional actions. (For example, the series "Peter and the Wolves". Children introduce other heroes - friends who offer the boy to stay in the village, want to take him through the forest, wait for adults, turn to hunters for help, etc.)
A more complex type of dramatization of a series can be pantomime. This type of work always causes difficulties for children, since the imagination of actions with objects without their verbalization is not available to all children.
Another of the creative types of work on a series of sequential pictures is the compilation of stories by children similar to the proposed series. After a preliminary analysis and compilation of a story for this series (for example, "Titmouses" from 3 pictures, where a girl offered tea to titmouses at a table in the kitchen in winter), a speech therapist or educators conduct a brief conversation about how to feed the birds in winter and then offer children to write a short story about how you can arrange a bird feeder for wintering birds.
It is advisable at the final stage of work on each series of sequential plot pictures to invite children to highlight the main idea in the story. The ability to highlight the main idea in a story is formed in children with some difficulty, so the help of adults in the form of skillfully posed questions leads them to the correct answer. The help of adults decreases as children master the skill of compiling a story based on a series of plot pictures. Gradually, the child moves from the plot outline to a detailed sequential story, using previous experience. Such work leads children to the ability to retell the texts they hear.
In parallel with the work on the formation of the ability to compose stories from a picture and a series of sequential pictures, it is possible to prepare children from the first lessons to perform these types of work without visual support for a finished plot.
This work begins with the selection of a verb dictionary for a specific noun. Children are invited to name the object drawn in the picture, and then remember, come up with, name what this object can or can do (for example, a cat sleeps, meows, scratches, etc.), i.e. answer the questions: what does? Or what can he do? After such preliminary work, children can easily cope with making sentences on subject pictures.
First of all, children's experience is used, so we start with subject pictures depicting children, then with adults, later pictures are added on which familiar animals are drawn, and lastly pictures are used depicting inanimate objects, but familiar to children.
As the children master the skill of making sentences on a subject picture, it is replaced by a word. (Make a sentence about a cat.) Children's sentences are mostly uncommon. (The cat runs. The cat meows. They stroke the cat. They feed the cat.) for which a prerequisite is set: to say about the cat, what it is (adjective dictionary), or where it was (the cat was lying on the sofa), or why it happened (the cat wanted to eat and dragged a piece of sausage from the table). templates leads children to compose a descriptive story about a given subject.
Such work is carried out systematically within the framework of each studied lexical topic. ("Vegetables", "Fruits", Animals, etc.)
Moving on to a new lexical group, a speech therapist and educators help children with leading questions, as if programming a story, reminding them what to say about the subject. Gradually, the role of adults decreases, children move on to an independent description of the subject. After the children have formed the skill of making sentences on one subject picture, we proceed to learning how to make sentences and stories on two or more subject pictures. In this work, a flannelograph and objects cut along the contour are used. The use of such figures makes it possible to simulate various options for actions in space on a flannelograph, which allows children to develop fantasy, creative imagination, which is the prototype of a story. (For example, contour pictures: A cat is sneaking up on a fence to a bird. The cat has climbed the fence. The cat wants to climb into the bird's nest.)
As they master the skill of compiling a story using key words, children are offered words that are less plot-related, for example: "boy, tram, grandmother" or "girl, watermelon, kitchen."
The number of supporting words decreases gradually, and the children should already make up a sentence, and then a story using only one supporting word. (Tell me about the cat. Make up a story about the cat.)
The speech therapist and educators try to help less in building a story, urging children to use their imagination, their knowledge of these subjects.
The described system of work on teaching storytelling from a picture, a series of plot pictures allows children to significantly clarify, expand the stock of speech categories (lexical, grammatical) used in Everyday life, and to a certain extent prepares them for mastering the Russian language program at school.
1. Complete the story according to the finished beginning (based on the picture).
2. Come up with the beginning of the story. This type of work is the most difficult. In this case, children can be helped by presenting two or three samples of stories on the same topic, collectively inventing several options for the beginning of the story. To facilitate the task, subject pictures were selected for the texts, which could help the verbal characterization of the introduced characters.
3. Come up with a fairy tale according to the proposed plot.
M. Koltsova believes that fairy tales composed by preschool children are an alloy of what they have learned, heard earlier, what they see now: "Telling a fairy tale, a child learns to use previously learned phrases. He uses them here not mechanically, but in new combinations creating something new, something new. This is the key to the development of the creative abilities of the human mind." The success of correctional work at this stage is largely determined by the creation of a natural speech environment. Properly organized educational and speech activity is only one of the ways to form motivation.
Let us dwell in more detail on the description of the formation of skills to invent fairy tales.
Choosing the theme of a fairy tale and its plot is an important methodological moment in teaching creative storytelling. The plot should make children want to come up with a fairy tale with a clear compositional structure, including elementary descriptions in it. The proposed plot should take into account the level of speech development of children, correspond to their experience. It is necessary that the plot correspond to the activation of the imagination, affect moral and aesthetic feelings, serve to deepen interest in speech activity.
Having aroused interest in the plot, we proceed to concretize it. So, when thinking up a fairy tale about a New Year's ball in the forest, we planned the development of the plot, thought about the appearance, facial expressions, gestures, gait, voices, actions of the main characters, dialogues, and the nature of the fairy tale. We tried to pay attention to the main thing, without losing sight of the details and details. It is necessary to encourage children to convey the content of the tale clearly, clearly, clearly, to be able to address their speech to those who listen to them, to be able to make comments, additions, clarifications, showing a friendly, interested attitude towards their comrades, to feel the joy of joint creativity.
We designed fairy tales invented by children in such a way that they could be used repeatedly. The texts of fairy tales were written by adults on sheets of a certain format (album sheet), the children themselves illustrated their fairy tales or their episodes with drawings, books were made from these sheets on lexical topics: "Vegetables", "Fruits", "Domestic and wild animals", "Toys" . The children looked at these books with pleasure, remembered and considered the fairy tales they liked, exchanged impressions, asked the teachers to read this or that fairy tale. Such work activates the thinking, imagination, speech activity of children, creates an opportunity to realize the influence artistic image on the development of children's verbal creativity. Another type of work on composed fairy tales is dramatization, staging. In the process of staging a fairy tale with the use of dolls, elements of costumes, the vocabulary of children on a certain topic is activated, the creative imagination of children develops, the prosodic side of speech develops, and the personality of the child is liberated.
The reception of joint actions is used by us in the initial period of teaching storytelling, sometimes at moments of complication, when putting forward new requirements, when setting new speech tasks. Questions on the content of the fairy tale being invented, reliance on the comparative characteristics of the characters, voice reactions, personal attitude to the depicted plot or heroes of the fairy tale, etc., help in further work.
Let's give an example of planning work on inventing a fairy tale "How the hare was in a hurry to the New Year tree."
1. The teacher, on the instructions of the speech therapist, repeats with the children the names of wild animals of our forests, compiling stories-descriptions of a fox, a hare, a wolf, a squirrel, an elk using verbal vocabulary: sneaking up, stalking, winding, breaking through the bushes, etc.
A dictionary of adjectives necessary to describe the habits and characters of wild animals: nimble, agile, clumsy, ferocious, etc. also repeated by the teacher. It is necessary to remember riddles, and proverbs, and sayings on this topic, for example: The owner of the forest wakes up in the spring, And in winter, under a blizzard howl, Sleeps in a snowy hut. (Bear).
I wear a fluffy coat
I live in a dense forest
In a hollow on an old oak
I chew nuts. (Squirrel).
The prickly touchy lives in the wilderness of the forest,
There are a lot of needles, but not a single thread. (Hedgehog).
Fluffy tail, golden fur,
He lives in the forest, steals chickens in the village. (Fox).
Touching the grass with hooves,
A handsome man walks through the forest.
Walks boldly and easily
Horns spread wide. (Elk).
Who is cold in winter
Is an angry, hungry wandering in the forest? (Wolf).
If you chase two hares, you won't catch one.
Fear has big eyes.
Murder will out.
An old friend is better than two new ones.
There is no friend - look for it, but if you find it - take care of it.
Cowardly as a rabbit.
Sly as a fox.
Fierce as a wolf.
Small, but remote.
2. The next day, in individual lessons with a speech therapist, the children retell the story with visual support "How the bear scared himself" (N. Sweet).
3. In the afternoon, the children with the teacher come up with dialogues for the characters in this story, find out that the story becomes a fairy tale, try to come up with a beginning and an ending for the resulting fairy tale.
4. At the next lesson of the speech therapist, the children come up with a fairy tale "How the hare hurried to the New Year tree." Children are invited to determine the nature of the fairy tale, which of the acting characters will obstruct the hare, who will help him, how good, in the end, will defeat evil, how the hare will forgive the cunning fox, the ferocious wolf cub and ask Santa Claus to give them gifts and invite them to general friendly round dance.
5. On one of the evenings or in a visual activity lesson, children illustrate the fairy tale with their drawings.
6. Work on a fairy tale ends with the production of a book.
7. Children get the task to tell a fairy tale to their parents, grandparents, brothers, sisters.
8. The fairy tale is proposed to be staged.
9. Showing a dramatization of a fairy tale to children of the younger group.
10. Using the material of a worked out fairy tale in puppet theater performances.
The proposed system of work on compiling a continuation of a fairy tale or a fairy tale based on drawings, previously read texts, contributes to the successful formation of independent storytelling skills with elements of creativity.
Based on the principle of an integrated approach to overcoming the general underdevelopment of speech in children, we propose to actively include preschool teachers and parents in the process, using task cards with texts of literary works to consolidate the material being studied.
The proposed methods help to increase the level of speech development of children, to form their interest in the Russian language as an academic subject, to consolidate the skills of independent work, comparison and generalization, to form the skills of verbalization of actions performed and certain types of activities in the form of detailed coherent statements. In general, the educational activity of children begins to be characterized by awareness, motivation and arbitrariness of behavior and mental processes. They can, guided by a system of requirements, follow the instructions and instructions of a speech therapist teacher, control to a certain extent the process of their own activities and the activities of their comrades, their general cultural level rises, and a readiness for social interaction is formed.
Systematization of speech material
on the development of coherent speech in children with ONR
1. Compilation of stories based on a plot picture.
Snowman
The children made a snowman for a walk. First they rolled up a big ball, the second one was smaller, the third one was even smaller. Then a medium lump was placed on the large lump, and a small lump on the middle one. Instead of eyes, coals were inserted, instead of a nose - a carrot, instead of hands - branches. Instead of a hat, they put on an old bucket. It's a funny snowman.
1) Who do you see in the picture?
2) What is the boy doing, the girl?
3) How did the children make a snowman?
4) What does the snowman have instead of eyes, nose, hats?
5) What is the snowman like? Creative tasks:
1) Complete the sentence by analogy: Instead of hands, a snowman
2) Write a story from the 1st person plural.
3) Make a story plan.
4) Come up with a continuation of the story.
Autumn in the park
The golden autumn has arrived. The leaves on the trees turn yellow and fall to the ground. The earth becomes like a beautiful carpet. The children went for a walk in the park. Everyone is looking for the most beautiful leaves. One boy collected a bouquet of colorful leaves and gave it to a girl.
1) What season is shown in the picture? Explain why.
2) Where do the children go? "
3) Why do children collect leaves? Creative tasks.
1) Find definitions for the words:
autumn (what?) Sunny, golden, rainy, cold, generous, fruitful;
leaves (what?) colorful, beautiful, carved, etc.
2) Tell in the 1st person.
3) Change the ending of the story.
2. Texts for compiling stories based on a series of plot pictures.
We grow tomatoes
Spring has come. The children planted tomato seedlings in the beds. In the summer they watered the seedlings, tied up the stems. Bushes grew from seedlings. In autumn, large red tomatoes ripened on them.
1) When are seedlings planted? What seedlings did the children plant?
2) What did you do in the garden in the summer? Where did the children get water for watering seedlings?
Creative tasks.
1) Compose a similar story without relying on a series of pictures about growing cucumbers.
2) Write a story in the first person.
good neighbors
Tall birch trees grew near the house. On one birch, starlings settled in a birdhouse. Rooks built a nest on another birch. One day, the starlings flew off to get food for their chicks. And the cat Vaska is right there. He ran up to the birch and began to climb up the trunk. The rook saw that the cat was sneaking up on the birdhouse. He ran into the cat and hit him with his strong beak. The cat meowed plaintively, fell from the tree, fell to the ground, jumped up and ran away.
1) Where did the starlings settle?
2) Where did the rooks live?
3) Who sneaked up on the birdhouse?
4) How did the rook protect the starling chicks? Creative tasks.
1) Name the hallmarks of spring.
2) Choose action words for the names of birds and trees: buds - swell, wake up, burst;
birds - return, fly in, chirp, sing, whistle, flutter, build nests, hatch chicks, etc.
3) Come up with the beginning of the story.
4) Come up with a title for the story.
Bird feeders
The cold winter has come. Hungry birds in the garden. The children asked their grandfather to make a bird feeder. They brought boards, a hammer, nails. When the feeder was ready, the children hung it on a birch tree and poured in food: cereals, seeds, bread crumbs. The children hid behind the tree and watched. First, sparrows flew to the feeder, then tits. The birds quickly pecked at the food. Questions.
1) Why are birds hungry in winter?
2) What did grandfather make the feeder from?
3) Where did the children hang the feeder?
4) Why did the children hide behind the Christmas tree?
5) What did the birds do? Creative tasks.
1) Think of a story by analogy.
2) Make a feeder or put food in a box, put it on the balcony, watch the feeder, tell which birds flew to the feeder, what they did.
The children decided to play steamboat. The boys brought large cubes, the girls brought chairs. Peakless caps and a cap were taken out of the box. Petya was the captain, he looked through binoculars. The girls brought dolls and sat on chairs. They are passengers. The ship is sailing on the sea.
1) What are the children doing?
2) What did the children build the steamer from?
3) What are the girls doing?
4) Where is the ship going? Creative tasks.
1) Come up with a continuation of the story.
2) Come up with a similar story about the construction of the aircraft.
3. Texts for retelling.
Cat (E. Charushin)
The cat Maruska... she caught a mouse in the closet, for which her mistress fed her with milk. Maruska sits on the rug full, contented, Sings songs - purrs, and her kitten is small - he is not interested in purring. He plays with himself - he catches himself by the tail, snorts at everyone, puffs up, bristles.
Whom did the cat Maruska catch?
What is the cat doing? Why?
Who is the cat?
What is the kitten doing?
Creative tasks.
1) In the retelling, give a Description of the cat and kitten.
2) Come up with the beginning of the story.
3) Make a riddle about a cat.
Dog (E. Charushin)
Sharik has a thick, warm fur coat - he runs all winter through the frost. And his house without a stove is just a doghouse, and there straw is laid, but he is not cold. Sharik barks, does not let evil people and thieves into the yard - for this everyone loves him and feeds him well.
Where does Sharik live?
What coat does the dog have?
Why is Sharik loved?
Creative tasks.
1) Tell in the 1st person about your dog.
2) Write a description of the dog.
3) Come up with a continuation of the story.
Squirrel (E. Charushin)
The squirrel is not afraid of the cold. She has a warm gray coat. And summer has come, the squirrel has changed its coat - now there is no cold, and there is no one to hide from: hunters do not need thin red fur. Squirrel dries mushrooms, peels cones.
Why is the squirrel not afraid of the cold?
Why is the squirrel not afraid of hunters in summer?
What does a squirrel do in summer?
What does a squirrel do in winter?
Creative tasks.
1) Tell about the life of a squirrel in the forest in summer.
2) Finish the sentences: The squirrel is not afraid ....
She has a gray fur coat .... Squirrel mushrooms ..., cones ....
3) Choose epithets for the words:
squirrel (what?) thrifty, agile, dexterous, nimble, etc. squirrel coat (what?) gray, warm, fluffy.
4) Form possessive adjectives, make sentences, finding the artist's mistakes: The wolf has a squirrel tail, and the squirrel has a wolf tail. The fox has a hare tail, and the hare has a fox tail.
Hare (E. Charushin)
The hare's fur coat is warm-warm, white-white. A fur coat saves a hare from frost and hides it from a hunter. The snow is white, and the bunny is white.
Where do you see this! In the meantime, you are looking and peering, the bunny will ask the strekacha, only they saw him.
A bunny sits - it peels off the branches, it gnaws at the bitter bark. A warm summer awaits. After all, in the summer expanse - plenty of food. I don't want to eat! If you want - chew sweet clover-porridge, if you want - any flower with
take a bite of honey.
Do not climb only, bunny, into our garden, do not gnaw cabbage, do not spoil
our carrot. Questions.
What kind of coat does a hare have in winter? How does a fur coat save a bunny? Why is the bunny waiting for summer? What coat does a bunny have in summer? When do hunters hunt hares? Creative tasks.
1) Come up with a story about a hare that lived in the forest near the dacha.
2) Insert the missing prepositions: The hare is running away ... the hunter.
The hare is hiding... in a bush.
Sitting and shaking... fear.
Waiting for the hunters to pass... the bush.
3) Compose words with different prefixes:
run - ran, ran away, ran out, ran across, ran up
How the dove learned to make a nest
(Lithuanian fairy tale. Per. N. Panshina) Once a dove called a thrush to him, asks to teach a nest
twist. A thrush flew to the dove and began to make a nest.
He dragged a few straws, laid them down, and the dove immediately
took off, sat on the nest and began to spin, saying:
I can, I can, I can! The thrush got angry and said:
Well, if you can do it yourself, what are you asking for? - and flew away. And the dove does not know how to make a nest further. He brought a few straws, that's all his nest.
Why did the dove call the thrush? Why did the thrush fly away? What kind of nest did the dove make for itself?
Creative tasks.
1) Come up with a different ending to the story.
2) Act out the story.
In the summer, a squirrel made friends with a bunny. The squirrel was red, and the bunny was grey. Every day they ran to a small clearing and treated each other there.
The squirrel brought mushrooms, cones, nuts, and the bunny brought carrots and cabbage.
But now the summer has passed. Autumn came, and then winter. White snow fell. The squirrel hid in its hollow, and the bunny ate under a thick branch.
Once a squirrel popped out of a hollow. She saw a bunny, but did not recognize him, because the bunny was not gray, but white. The bunny also saw the squirrel and also did not recognize it. After all, he was familiar with a red-haired squirrel, and it was gray.
But summer will come, and they will recognize each other again.
Creative tasks.
1) Answer the question why do they get to know each other only in summer?
2) Come up with a continuation of the tale.
3) Retell the tale using reference subject pictures.
4) Pick up subject pictures, name which of the animals lives where: a fox in a hole, a squirrel in a hollow, etc.
hare and turtle
(Ingush fairy tale)
Once a hare and a tortoise argued about who would run around the forest clearing faster.
The tortoise set off, and the hare lies under a bush, chuckling: "Hurry, hurry, turtle, I'll overtake you anyway." But while he was having so much fun, the tortoise, although walking quietly, was at the goal. The hare rushed after her, but it was too late.
He knew how to run, but he did not know that, lying on the spot, you can lag behind the turtle.
What was the argument between the hare and the tortoise?
What was the turtle doing?
What did the hare do?
Why was the turtle first at the target?
Creative tasks.
1) Think of a fairy tale about a fox and a hedgehog by analogy.
2) Make a verbal portrait of a hare, a turtle.
3) Act out the story.
4. Texts for teaching storytelling based on the demonstrated action using flannelgraph and without.
Brave chicken
Chicken Corydalis brought the chickens into the yard. Chickens run on the grass, squeak merrily, looking for worms. Suddenly a crow flew in, wants to steal a chicken. And Corydalis clucked, spread her wings, the chickens quickly hid under them. For a long time the crow sat on the fence, but was left with nothing, and flew away hungry.
Creative tasks.
1) Determine whether the title of the story matches its content. Refine title.
2) Identify and name the body parts of birds (body, head, crest, tail, wings, feathers, beak, claws).
3) Choose words with the opposite meaning:
far - close, fast - ... , high - ... , loud - ,.., strongly - ... , fun - ....
Brave puppies (according to M. Petrov)
There were two puppies. They went out into the yard. The puppies looked at the sky. We saw a yellow shiny semicircle. The puppies are watching, they don't know what it is. And the semicircle became a circle. The puppies were scared.
Let's bark, says one puppy.
Come on, agreed another puppy. The puppies barked. And the circle is getting higher and higher.
Scared! - the first puppy rejoices.
Runs away! says the other puppy. Puppies bark merrily.
Creative tasks.
1) Come up with a title for the story.
2) Name the baby pets.
3) Form the plural form from the singular form:
calf - calves, foal - foals, etc.
What hands are for (E. Permyak) Petya and his grandfather were great friends. They talked about everything.
The grandfather once asked his grandson:
And why, Petenka, do people need hands?
To play ball, - answered Petya.
And for what? - asked the grandfather.
To hold a spoon.
To pet the cat.
To throw stones into the river.
All evening Petya answered grandfather. Answered correctly. Only he was small and judged all other people by his own hands, and not by the working hands by which all life, the whole wide world is held together.
Creative tasks.
1) Fix the use of the complex subordinate union “to”, naming the parts of the body of a person and animals and the actions performed by them.
2) Make sentences on reference subject pictures: Grandmother, armchair. - Grandmother is sitting in a chair.
Tram girl. - The girl is riding the tram.
3) Distribution of composed sentences: Grandmother is sitting in a soft green armchair.
5. Texts for games-dramatizations and puppet theater.
Squirrel and wolf (according to L. Tolstoy)
The squirrel jumped from branch to branch and fell on a sleepy wolf. The wolf jumped up and wanted to eat her. The squirrel began to ask:
Let me in. Wolf said:
I'll let you in, just tell me why you squirrels are so cheerful. I'm always bored, and you all jump on the Christmas trees.
Belka replied:
Let me go to the Christmas tree, I'll tell you from there, otherwise I'm afraid of you. The wolf released the squirrel, and the squirrel from the tree said:
You're bored because you're angry. Anger burns you. And we are cheerful because we are kind and do no harm to anyone.
Creative tasks.
1) Name the young wild animals of our forests. Form the plural form of nouns.
3) Make sentences like: The squirrel has three squirrels.
Who? (according to E. Permyak)
Somehow three girls argued about which of them would be the best first grader.
I will be the best first grader, - says Lucy, - because my mother has already bought me a knapsack.
No, I'll be the best first grader, - said Katya. My mom made me a new dress for school.
No, I ... no, I, - Lenochka argues with her friends. - I have a satchel, and a pencil case with handles, and a new dress, and they gave me two more white ribbons in pigtails.
The girls decided to ask Masha's girlfriend who of them would be the best first grader. They came to Masha, and she is sitting at the primer.
Once I, - says Masha, - I have to learn three more letters.
What for? the girls ask.
And then, so as not to be a bad first grader.
Lyusya, Katya and Lenochka fell silent. They no longer argued who would be the best first-grader. And so clear. Creative tasks.
1) Make up stories-descriptions of school supplies.
2) Retell the story in a chain.
How Masha became big (according to E. Permyak)
Little Masha really wanted to grow up. And how to do it, she did not know. She also tried to walk in her mother's shoes. And she combed her hair like Aunt Klava's. And she wore beads around her neck. And I tried to wear a watch.
Nothing worked. Everyone laughed at her and joked.
Masha decided to sweep the floor. And swept. Even my mother was surprised.
And when Masha washed the dishes, then the father was surprised and said at the table:
We did not notice how Masha grew up. And not only sweeps the floor, but also washes the dishes.
They began to call little Masha big.
How did Masha try to grow up?
Why did everyone laugh at Masha?
When did Masha begin to be called big?
Creative tasks.
1) Form possessive adjectives from nouns:
papa - papa, papa; mother - mother's, mother's, etc.
2) Finish the sentences: Mom's dress has sleeves....
Dad's shirt has pockets.... Tanya's fur coat has a collar....
Hasty knife (E. Permyak)
Mitya planed a stick, planed and threw it away. Oblique stick turned out. Uneven. Ugly.
How is it so? - asks Mitya's father.
The knife is bad, - Mitya answers, - it cuts askew.
No, - says the father, - the knife is good. He's just hasty. He needs to learn patience.
But as? - asks Mitya.
And so, - said the father.
He took a stick and began to whittle it slowly, gently, carefully.
Mitya understood how patience should be taught to a knife, and he too began to whittle away quietly, gently, carefully.
For a long time the hurried knife did not want to obey. He was in a hurry: at random, at random he strove to wag, but it didn’t work out. Mitya made him be patient.
Knife sharpened well. Smooth. Handsomely. Obediently.
Creative tasks.
1) Form a comparative degree of adjectives: short - shorter, cheerful - more fun, warm - warmer, etc.
2) Form a diminutive form of nouns: rod - twig, stick - stick
3) Name the tools (according to subject pictures) and explain their purpose.
How Misha wanted to outwit his mother (E. Permyak) Misha's mother came home after work and threw up her hands:
How did you, Mishenka, manage to break off the wheel of a bicycle?
It, mother, broke off by itself.
And why is your shirt torn, Misha?
She, mother, broke herself.
Where did your second shoe go? Where did you lose it?
He, mother, lost himself somewhere. Then Misha's mother said:
How bad they are! They, the scoundrels, need to teach a lesson!
But as? Misha asked.
It’s very simple,” Mom said. - If they have learned to break themselves, tear themselves apart and get lost on their own, let them learn to repair themselves, sew themselves up, stay on their own. And you and I, Misha, will sit at home and wait until they do everything.
Creative tasks.
1) Retell from the 1st person.
2) Pick up the words of the action: You need a button for a shirt .... You need a hole in tights .... Grandmother took the knitting needles and began ..
Why say "thank you"? (V. Sukhomlinsky) Two people were walking along the forest road - a grandfather and a boy. It was hot, they wanted to drink. The travelers came to a stream. Cool water gurgled softly. They leaned over and got drunk.
Thank you, stream, - said grandfather. The boy laughed.
Why did you say "thank you" to the stream? he asked his grandfather. - After all, the stream is not alive, will not hear your words, will not understand your gratitude.
This is true. If the wolf got drunk, he would not say “thank you”. And we are not wolves, we are people. Do you know why a person says "thank you"?
Think who needs this word?
The boy thought. He had plenty of time. The road was long...
Creative tasks.
1) Retell from the 1st person.
2) Explain who needs the word "thank you"?
3) Pick up single-root words:
water - water, water, submariner, voditsa forest - forest, forest, forester, forester.
6. Tests for teaching dialogue, development of prosodic speech.
Revushka (According to I. Maznin)
Mashenka came out onto the porch and roars. A cockerel came up to her and asked:
What are you, Mashenka, crying? Let's catch bugs better.
I do not need insects, I will cry. A cat came up to Mashenka:
What are you, Masha, roaring? Let's catch mice.
I will not catch mice, I will cry. A calf came up to Mashenka and said:
Come on, Masha, roar with me.
But then Burenushka the roar came up to her and angrily said:
Are you teasing me? Mashenka was frightened and no longer roars. Creative tasks.
1) Act out the story.
2) Introduce other characters into the fairy tale instead of a cockerel and a cat.
Ant and centipede (N. Sladkov)
That scared, Ant! Yes, you fell from the sky, or something!
From the sky, from the sky... I fell from the rowan branch!
What were you doing there?
Did, did... Cows pastured!
What else?
I drank sweet milk.
What else?
Here it is! Well, I dozed off a little, and rolled off the sheet. What do you mean, you have forty legs, and I have only six: I stand on two, I hold an aphid-cow with two, I collect smoldering milk with two!
Creative tasks.
1) Practice transmitting faster and slower speech rates.
2) Learn to convey various melodic and intonational shades of speech.
Snow and wind (N. Sladkov)
Snow, buddy, what's the matter with you? Yes, there is no face on you: haggard and blackened!
Things are bad, Wind, - I'm evaporating. I melt not by the day, but by the hour. Ruskis completely, slush spread. I'm dying before everyone's eyes, but at least everyone!
Here's my advice, Snow. Tai quickly, flow into streams and rivers and swim to your warm seaside resorts to rest and gain strength.
Oh-ee-ee, flowed. Creative tasks.
1) Explain the words and expressions: there is no face on you; haggard; limp; slush spread; flowed.
2) Name the hallmarks of spring.
3) Tell about the spring fun of children.
4) Choose epithets for the words:
brook (what?) fast, sonorous, murmuring, cold, transparent;
boat (what?) small, fast, wooden, etc.
A young black grouse and an old black grouse (N. Sweet)
I can only hear around: winter is on the nose, frost, winter is coming soon? What is winter?
Do you know summer? - I know!
So winter is the opposite!
What is frost?
Do you know heat?
So the cold is the heat on the contrary.
And what is "winter winter"?
Do you know a good and carefree life?
Still not to know!
So this is the opposite! Creative tasks.
1) Explain the expressions: winter is on the nose, winter is winter.
2) Practice using different intonation shades of voice.
Knock Knock! (according to N. Sladkov)
- Woodpecker, Woodpecker! When do you get tired of knocking? You knock in the winter, you knock in the summer. You knock all year long! Yes, all beak.
In winter I knock - I knock out seeds from cones. In summer, I knock out bark beetles and their larvae from under the bark. I knock most of all in the spring. I punch holes in birch bark - to feast on sweet juice. I hollow for a nest - it brings out the chicks.
What can a woodpecker do with its beak? What is a woodpecker called for his work? Creative tasks.
1) Identify and name the parts of trees (trunk, roots, branches, bark, leaves, buds).
2) Tell about the meeting with the woodpecker in the forest.
3) Compare how birch and pine, spruce and linden are similar and different.
4) Form adjectives from nouns: aspen - aspen, birch - birch, etc.
Thrush and mushrooms (according to N. Sladkov)
Hide, brothers - mushroom pickers are coming! You, Boletus, under the birch, you, Aspen, under the aspen, you, Mokhovik, under the moss.
And me, Openka, where?
Jump quickly for the stump!
I am Volnushka; so worried, so worried...
Don't worry, Volnushka, pretend to be a leaf.
What to do? I am Russula: they will eat it with raw materials!
Into the bushes! Hurry, hurry - the mushroom pickers are near!
And I, dear Drozd, - Breast. The breast is the breast of strife. There are aspen, there are dogs. But I am the most best breast. But I don't know where to hide.
It's too late to hide - mushroom pickers have come! He called himself a loader - so climb into the body!
Creative tasks.
1) The formation of the genitive plural form of nouns.
What grows a lot in the forest? mushroom - mushrooms - butter dish mushrooms - boletus - maslyat
2) Drawing up sentences with an educated form: Nina has a lot of mushrooms in her basket, mossies.
Oak and wind (according to N. Sladkov)
Why, Oak, are you so tall? There is no tree higher than you in the forest. - Out of curiosity, Wind. I just popped out of an acorn,
I saw the grass around me, I thought: “What is there, behind the grass?” I grew up above the grass, I saw the bushes and again I think: “What is there further, behind the bushes?” Then I wanted to know what was behind the low trees, what was behind the tall ones. Everything stretched and stretched, so it waved.
Well, have you calmed down now? All around you see, all around you know?
Where did you calm down? Do you see and know everything! And what is there beyond the mountains, beyond the seas? Oh, I would still grow up and then stand on tiptoe - if only with one eye to look there!
Creative tasks.
1) Tell about how you can grow an oak tree.
2) Pick up related words: oak - oak, oak, oak forest.
Cube to cube (Y. Taits)
Masha puts a cube on a cube, a cube on a cube, a cube on a cube. Built a tall tower. Misha came running
Give me a tower!
Give me a cube!
Take one cube.
Misha extended his hand - and grab the lowest cube! And instantly - bang-tara-rah! - the whole Machine Tower is raz-va-li-las!
7. Tests for compiling narrative stories.
Who is the fastest (according to S. Yumatov)
All wild cats: the king of animals - the lion, and the beautiful spotted leopard, and the angry black panther run fast, and many climb trees well.
But the longest of them all, the fastest runner, is the cheetah. He will overtake any animal on Earth. He rushes at a speed of more than a hundred kilometers per hour.
In our country, cheetahs live in the desert near the Caspian and Aral Seas. There are very few of them. They are under state protection. Creative tasks.
1) Choose epithets for the words:
panther (what?) black, flexible, dexterous, cunning, strong, fast. tiger (what?) striped, strong, predatory, ferocious.
2) Tell why it is necessary to protect wild animals.
3.) Compose a story-description of other felines from hot countries.
Tits (according to N. Sokolov-Mikitov) In summer, tits live in forests and parks, feed on insects.
In winter, they usually nail to human habitation, get food
near the houses, jumping along the railings of the balconies, banging their beaks on the window
glass or flying into open windows.
Tits are omnivorous birds. They are very good at catching insects.
they love fatty meat, peck bread crumbs and porridge. Creative tasks.
1) Prepare a story from personal experience "My feeder".
2) Tell about how they arranged a bird feeder in kindergarten.
3) Recall and name migratory birds, explain why they cannot winter in our area.
Above the swamp (according to N. Sokolov-Mikitov)
Every year, cranes return from distant warm countries to their native swamp.
A large impenetrable swamp is overgrown with high reeds and last year's dry sedge. Cautious cranes build their nests in the most inaccessible places.
Quietly they live in an impregnable swamp. A wolf will not pass through the swamp, a fox will not make its way, a lynx will not sneak up.
Long-legged, clumsy cranes will soon hatch in the swamp. Cranes will start catching frogs and snakes for them, bringing food to the nest. The cranes will grow up, learn to fly...
Creative tasks.
1) Write a story-description of the heron.
2) Make a story plan.
3) Continue the story.
Dandelions (N. Sokolov-Mikitov)
Everyone knows simple flowers that look like a small sun with golden petals-rays. Dandelions bloom all summer, and their ripened seeds are collected in a light fluffy ball. You blow on the ball - light flying seeds will float, fly in the air. That is why the flower is called dandelion.
All day long, while the sun is shining, dandelions turn their golden heads after the sun. In the evening, when the sun goes down, dandelions roll up their petals and fall asleep. With the sunrise, they wake up, as if smiling joyfully, wide open their golden petals. On a sunny summer day, a glade with dandelions growing and blooming seems like gold. Creative tasks.
1) Explain the meaning of the words "fluffy", "golden".
2) Come up with sentences with other meanings of these words.
3) Name words with opposite meanings: fall asleep -; roll up -;
Answer the question: Why does a dandelion first have a yellow sarafan, and then a little white dress?
Snow words (according to V. Arkhangelsky)
Winter has come. A cold wind blew from the north, and snowflakes fell from the sky.
They spin in the air and fall to the ground - one is more beautiful than the other! Here is a flower with six petals; here is an asterisk with six rays!
The quieter the frosty weather, the prettier than snowflakes. In a strong wind, their rays break off, and they turn into snow dust. When the frost is not strong, the snowflakes roll into dense white balls, and we say that cereals are falling from the sky.
Sometimes snowflakes, falling in the air, cling to each other and form flakes.
Creative tasks.
1) Explain how snow dust, groats, flakes, snowdrifts, crust are formed.
2) Choose related words for the word snow - snowy, snowball, snowflake, snowman, snowscooter, Snow Maiden, etc.
3) Talk about snowfall, walking in snowfall, etc.
2.3. Development of sound culture of speech and automation of whistling, hissing and sonorous sounds in children with general underdevelopment of speech in individual lessons.
In children with general speech underdevelopment, sound pronunciation disorders are one of the symptoms of general speech underdevelopment.
Correction of various pronunciation disorders is one of the main tasks of the individual work of a speech therapist. At the heart of the work on the assimilation of phonetic and phonemic systems of the language by children is the development of articulatory structures of vowels and consonants in a certain sequence and the development of the ability to differentiate sounds according to their main features.
Most often, in children with ONR, not one, but several groups of sounds are disturbed. First of all, these are anterior lingual sounds that are complex in articulation: whistling, hissing and sonorous. In any of the groups, the following forms of sound disturbance are traditionally distinguished: distortion, omission, replacement, mixing and undifferentiated pronunciation. The reason for the distorted pronunciation is insufficient formation or impaired articulatory motility. As a result, the sound is pronounced inaccurately, approximately. Such violations are called phonetic.
The replacement of sounds is associated with insufficient formation of phonemic hearing, in which the sound is not differentiated from sounds similar in acoustic and articulatory features, which distorts the meaning of the word. These violations are called phonemic.
With various defects in sound pronunciation, the main directions of corrective work are determined by the structure of the violation. With phonetic disorders of sound pronunciation, the main work is aimed at the development of articulatory motor skills, with phonemic disorders - at the development of speech and phonemic hearing.
Violations of groups of sounds are traditionally denoted by the following terms:
Sigmatism - phonetic disorders of whistling and hissing sounds;
Parasigmatism - phonemic violations of these sounds;
Lambdacism - phonetic violations of the sounds L and L;
Paralambdacism - phonemic violations of these sounds;
Rotacism - phonetic violations of the sounds Р and Ръ;
Pararotacism - phonemic violations of these sounds;
Jotacism - phonetic violations of the sound Y;
Parayotatsizm - phonemic violations of the sound Y;
Cappacism - phonetic violations of back-lingual sounds;
Paracapacism - phonemic violations of these sounds;
Phoneme softening defects;
Defects in voicing phonemes.
In addition to the forms and types of violations of sound pronunciation in speech therapy, there are levels of incorrect pronunciation.
Pathological disorders of sound pronunciation in children with OHP are characterized by persistent misuse of sounds. They may be due to impaired phonemic hearing, insufficiency of articulatory motility. The defect has a mixed, phonetic-phonemic character.
It is well known that the correction of impaired sound pronunciation is carried out in stages and sequentially. There are four stages of corrective work on the formation of the correct pronunciation: the preparatory stage, the stage of staging, the stage of automation and the stage of differentiation of mixed sounds.
At the first stage, the speech therapist prepares the organs of articulation for the subsequent production of sound. For this, work is being carried out to develop articulatory and fine motor skills, to form phonemic processes, to develop a directed air stream, and to work out reference sounds. The main technique is articulation gymnastics.
At the stage of setting the sound, the speech therapist uses all possible techniques to cause the correct sounding of one or another sound: imitation of the speech therapist's articulation, description of the correct articulation in a form accessible to the child, staging from the sounds present in the child's speech and staging with mechanical assistance.
The stage of sound automation is associated with the introduction of the delivered sound into a syllable, word, sentence, into coherent speech. At the same time, the sound being worked out should be introduced into direct and reverse syllables, into syllables with a confluence of consonants, gradually included in words and sentences. At this stage, the speech therapist must accurately select the speech material in such a way that in the proposed words, sentences and connected texts there are no other sounds that are complex in articulation, those sounds that the child has not yet set.
The fourth stage is the final one, it is associated with teaching the child the ability to distinguish between sounds that are mixed, close in sound or pronunciation. Carrying out this stage is necessary only in the presence of phonemic disorders.
In the program of education and upbringing of children with OHP T.E. Filicheva, G.V. Chirkina defines the basic principles of individual work. For their effective implementation, a clear organization, knowledge of the characteristics of the speech and personality of the child, taking into account the specific manifestations of the defect (violation of sound pronunciation in dyslalia, rhinolalia, dysarthria, etc.) are necessary. Manifestations of systemic speech disorders have different dynamics of overcoming and, therefore, different severity at different stages of remedial education.
The main task of individual lessons is the initial formation of the sound side of speech, which includes preparatory articulation exercises, correction of the pronunciation of defective sounds, development of the syllabic structure of words, and development of phonemic perception.
Currently, a large number of author's methodological recommendations on the use of speech material in the automation of sounds are published in domestic practical speech therapy. I would like to pay special attention to three teaching aids: In the "Collection of speech material for speech therapy classes with preschoolers" L.V. Uspenskaya and M.B. Uspensky (M., 1973) offers various words, phrases, stories - miniatures, poems, riddles and stories from pictures with a special selection of sounds. The speech material is arranged in the sequence in which speech therapy work is usually carried out.
Analyzing the speech material of this manual, it should be noted that it is the most complete, consistent; it reflects almost all groups of sounds: whistling, hissing, their distinction, sounds L and L, sounds P and R, their distinction, back-lingual sounds, sounds V, B, D and iotized sounds. However, this manual is suitable for a child with an isolated violation of any one group of sounds, since when automating whistlers, both hissing and sonorants are often found. If a child has two or more groups of sounds, which most often happens in practice, a speech therapist must carefully select the speech material.
Interesting, systematic and consistent is the "Methodological guide to didactic material for correcting speech deficiencies in preschool children" by T.B. Filicheva, G.A. Kashe (1989). The didactic material can be used for individual and group work both in special kindergartens and preschool institutions of a general type. It is used in the examination and formation of all aspects of speech.
The manual consists of 8 series and includes 516 pictures for certain sounds. When analyzing words-pictures, one can note their careful selection, but the number of these words is not enough for automation.
One of the most colorful and picturesque manuals are the books of N.I. Sokolenko "Look and name" - didactic material for correcting pronunciation deficiencies in children (M. - St. Petersburg, 1997). The books contain specially selected pictures, in the first part there are illustrations of words with whistling and hissing sounds, in the second - with sonorous sounds P, Pb, L, L. All oppositional sounds are excluded from the exercise: there are no hissing sounds in the section for whistlers, and vice versa; there is a section on the differentiation of oppositional sounds - C and W, 3 - F, R - L. In this manual, the main emphasis is on the automation of the delivered sound in words.
Systematization of speech material according to
sound culture of speech
Analysis of the sound composition of the word. Conventional designations.
1. Symbols: vowel - red square; consonant sound (solid) - blue square; consonant sound (soft) - green square; syllable - a short strip; the word is a long line.
a) words are divided into parts (syllables);
b) syllables are divided into sounds. A syllable contains a vowel and one or more consonants. There are syllables of one vowel sound;
c) the word differs from the syllable, sound in that it matters;
d) be able to define, name; word (dad), syllable (pa), sound (p, a);
e) we speak in sentences, sentences are made up of words;
g) there are short words (prepositions): - on, - under, - in, - from, - over, - at. Short words connect words into sentences;
h) when analyzing a sentence, we consider both long and short words.
Kolya drinks juice (3). Kolya drinks juice from a glass (5).
Analysis of the sound composition of the word. Sound U.
1. The sound Y is a vowel sound (it can be sung, pulled, the air stream does not encounter obstacles). When we pronounce the sound Wu, the lips are extended with a tube.
2. Clap your hands if you hear the sound U: I - U - S - U - A -U -I -U -A - I -S -U -A -u -U -A -I -U.
3. Name 1 sound in a word: corner, Ira, Anya, street, Alik, Olya, Igor, autumn, Alla, donkey, windows, fishing rod.
4. Pick up pictures (stick) or draw objects with the first sound U in the name: duck, iron, ear, snail, boa constrictor, Ulya, beehive, hoopoe.
5. In what words is the sound U heard: fly, house, spider, poppy, cat, duck, juice, shop, iron, needle, cockatoo, willow, car.
6. Determine the position of the sound U in the words: duck, fly, spider, cockatoo, emu.
7. Learn: Tired Duck in the Pond
Teach your ducklings. Ducklings do not want to swim in front of their mother.
Analysis of the sound composition of the word. Sound A.
1. Sound A is a vowel sound (it can be sung, pulled, the air stream does not encounter obstacles). When we pronounce the sound A, the mouth is wide open, the tongue is pushed back.
2. Raise your hands when you hear the sound A:
I-U-A-O-U-A-I-A-A-S-A-U-O-A-U-A-I.
3. Name 1 sound in a word: ears, Anya, snail, orange, shoes, turkey, cloud, arch, asters, vegetables, stork, fishing rod, lake, antenna, iron, army.
4. Pick up pictures (stick) or draw objects with the first sound A in the name: stork, Anya, Alik, orange, pineapple, antenna, pharmacy, alphabet, bus.
5. Listen and name the words in which the sound A is heard: iron, stork, turkey, Alik, donkey, Anya, sled, tank, flour.
6. Determine the position of the sound in the words: Alik, tank, flour, stork, poppy, saw.
7. Learn: Stork, ABC, Quince
Starts with A. Analysis of the sound composition of the word. Sound I.
1. Sound And - a vowel sound (it can be sung, pulled, the air stream does not encounter obstacles). When we pronounce the sound And, the lips smile, the tongue is down.
2. Open your eyes when you hear the sound And:
I - O -U -A -I -U -I -O -E -I.
3. Name 1 sound in a word: willow, Anya, windows, ears, frost, Alik, autumn, duck, sparks, corner, needles, shoes, oriole.
4. Pick up pictures (stick) or draw objects with the sound And the first in the name: willow, frost, Inna, needle, Ivan, turkey, needle.
5. In what words is the sound I heard: willow, house, fork, poppy, raspberry, duck, roosters, cat, flies, spiders, soup, Inna.
6. Determine the position of the sound And in the words: willow, hoarfrost, raspberry, bandage, flies, spiders.
7. Learn: Hoarfrost lay on the branches of spruce,
The needles turned white overnight.
Analysis of the sound composition of the word. O sound.
1. The sound O is a vowel sound (it can be sung, pulled, the air stream does not encounter obstacles). When we pronounce the sound Oh, the lips are rounded.
2. Raise your hand when you hear the sound O: O - I-U - O - A - I -O -I -O -U -A -I -O -I -O -U -O.
3. Name 1 sound in a word: Olya, Anya, duck, willow, shoes, stork, ears, frost, alphabet, street, Ira, windows.
4. Pick up pictures (stick) or draw objects with the first sound in the name: windows, shoes, Olya, perch, gadfly.
5. In what words is the sound O heard: windows, fly, poppy, shoes, willow, house, spider, cat, bandage, egg.
6. Determine the position of the sound O in the words: shoes, house, coat, perch, cat, window.
7. Guess and learn: This is how the house is one window:
And in the window there is a movie, (TV)
Analysis of the sound composition of the word. Sound E.
1. The sound E is a vowel sound (it can be sung, pulled, the air stream does not encounter obstacles). When we pronounce the sound E, the lips are in a smile, the tongue is down.
2. Clap your hands if you hear the sound E:
I - E - O - U - E - A - E - I - O - U - E - O - U -
3. Name 1 sound in a word: echo, ears, wasps, stork, emu, Edik, Olya, Emma, Anya, Elya, frost.
4. Pick up pictures (stick) or draw objects in the name of which the first sound is E: Emma, Edik, echo, Elya.
In what words is the sound E heard: Emma, house, poppy, Edik, whale, echo, spider, Elya, fly, Anya, duck.
5. Determine the position of the sound E in the words: Emma, poet, riding breeches, echo, duet, elf, label.
6. Learn: Echo, echo, that's fun!
7. Listen, how many sounds, name the first, second, third sounds: AU, A, I, AE, EAI, UIE.
Analysis of the sound composition of the word. Y sound.
1. The sound Y is a vowel sound (it can be sung, pulled, the air stream does not encounter obstacles). When we pronounce the sound Y, the lips smile, the tongue is bent.
2. Open your eyes when you hear the sound Y:
S -A -I - E - S - U - O - S - I - O - S - U - E - S.
3. Name 1 sound in a word: Anya, ears, wasps, frost, echo, stork, duck, autumn, oriole, Emu.
4. Pick up pictures (stick) or draw objects in the name of which the sound Y is heard in the middle and at the end: smoke, melon, pumpkin, bull, cats, bandages.
5. In what words is the sound Y heard: smoke, cat, poppy, melon, duck, pumpkin, spider, bull, bandage, oaks.
6. Determine the position of the sound Y in the words: smoke, bull, sweets, pumpkin, oaks, notes, hippos, melon.
7. Learn: When you feet,
When we are feet, When you are feet, Then feet are washed.
Analysis of the sound composition of the word. Vowel sounds.
1. Be able to tell what sounds are called vowels (sounds that can be sung, pulled, which are pronounced easily, freely, without obstruction and with a voice, are called vowels).
2. How many vowels are there? 6 - a, o, i, s, u, e.
3. Remember and name the words that begin with a vowel sound: a-..., o-..., i-..., e-..., u-....
4. Repeat a series of sounds: a - o - y - and
u-uh-oh-a
and - o - s - y
o - e - y - s, etc.
Analysis of the sound composition of the word. Sound P.
1. Sound P - consonant sound, solid. When pronouncing the sound P, the lips close, the tongue lies below. The lips are a barrier to the air stream. The sound P; is deaf, we pronounce it without a voice.
2. Repeat after me: an - on - pack; an - pack - on; on - pack - an; an - on - yn - un; on-yn-un-an; yn-un-an-on.
3. Sound analysis of the reverse syllable. Repeat the syllable. How many sounds are in a syllable? What is the sound? Which II? Let's pronounce the syllable, pronouncing the I and II sound in sequence: an, on, yn, un.
4. Pick up pictures (stick) or draw objects with the sound P at the beginning of the word: clearing, spider, package, palm tree, peacock, panama, coat, machine gun, cobweb, horseshoe, Polina.
5. In what words is the sound P heard: spider, poppy, fly, bow, tank, package, house, palm tree, cat, current, bush, coat.
6. Clap the word. How many parts (syllables) are there in a word? Papa, panama, linden, fluff, spider, machine gun, stove, flood, top.
7. The game "What is gone." Sample: spider - no spider, spiders - no spiders. Linden, package, palm tree, panama, glade, horseshoe.
8. Learn a tongue twister: From the clatter of hooves
Dust flies across the field.
Analysis of the sound composition of the word. T sound.
1. Sound T - consonant sound, solid. When pronouncing the sound T, the mouth is ajar, the tip of the tongue rests on the upper teeth. We speak without a voice. T is a dull sound.
2. Repeat after me: am - from - ut - it; from - ut - it; ut - it - am - from; it - am - from - ut.
3. Sound analysis of the reverse syllable. Repeat the syllable. How many sounds are in a syllable? What is the sound? Which II? Let's pronounce the syllable, pronouncing the I and II sound: am, ut, it.
4. Draw illustrative words with the sound T at the beginning: Tom, pumpkin, Tanya, poplar, tank, shoes, current.
5. Slap, name the number of parts (syllables) in the word. Game "1, 2 and 5". Sample: 1 poplar - 2 poplars - 5 poplars. Tom, pumpkin, Tanya, poplar, tank, shoes, current.
6. Learn a tongue twister: Does a whale have a whalebone?
Does your cat have great taste?
Analysis of the sound composition of the word. consonant sounds.
1. Be able to tell what sounds are called consonants (when pronouncing consonant sounds, an obstacle is formed in the path of the air stream).
2. What forms the barrier? (lips, teeth, tongue).
3. Name the passed consonants (P - T - K).
4. How are these sounds similar and how are they different? (they are all consonants, deaf; the difference is how the barrier is formed: P-lips, T-tip of the tongue, K-back of the tongue.
Analysis of the sound composition of the word. Sounds P - T - K.
1. We repeat the sounds P - T - K. Name the words with the sounds P, T, K. (3-4 words for each sound) from the pictures in the notebook.
2. Determine the last sound in the words: poppy, cat, broom, spider, whale, flood, bow, turkey.
3. Remember and repeat: PA - KA - TA, KA__TA__PA
KO -TO -PO, AK - AP - AT.
4. Determine the number and sequence of syllables in a word (slap): cabin, loaf, shoes, horse, pony, panama, machine gun,
current. (pelican - in the word pelican - 3 syllables: 1st - not the 2nd
5. Based on the pictures (see task No. 1), make simple sentences of 3 words. A spider weaves a web (spider, web - key words).
6. Repeat tongue twisters: Buy a pile of spades.
From the clatter of hooves, dust flies across the field.
Behind the hippopotamus, a hippopotamus stomps on its heels.
Analysis of the sound composition of the word. SoundX.
1. Sound X - consonant, solid (we pronounce strictly), deaf (we pronounce without a voice). When we pronounce the sound X, the mouth is half open, the lips are in the position of the next vowel, the tip of the tongue is lowered down, the back of the tongue approaches the soft palate.
2. Determine the position of the sound X in the words: moss, bread, trunk, rooster, fluff, hamster, fur, hockey, (illustratively arrange these words)
3. Sound analysis of the reverse syllable: ah, uh, oh.
4. Game "One - many". Camping - hiking, fly, kitchen, yacht, rooster, hamster, fur, monk.
5. Be able to explain proverbs. Done hastily, done for fun. Hurry up, make people laugh. Although the legs are long in a hurry, they do not lead to success.
6. Learn a tongue twister:
The laughter laughed: Hee-hee-hee, yes ha-ha-ha, They laughed, laughed, They saw a rooster.
Analysis of the sound composition of the word. Hah sound.
1. Sound X "- consonant, soft (pronounced affectionately), deaf (pronounced without a voice). An obstacle to the air stream is the back of the tongue pressed against the palate. When we pronounce the sound X", the mouth is half open, lips in a smile, the tip of the tongue is lowered down and pressed behind the lower teeth; the back of the tongue is pressed against the palate.
2. Clap your hands when you hear the sound X "in the words: bathrobe, cat, sly, dove, fly, hake, cinema, weights, chemistry, trunk, head, whale, flies, ear, roosters, sneakers, hammock, perfume.
3. Listen carefully and repeat like me (intonation highlighting the underlined syllable). Hee hee hee. Hee hee hee. Heh heh heh. Heh heh heh.
4. Draw the underlined words from task No. 2 illustratively in a notebook and determine the position of the sound X "in words.
5. The game "Many-One". Flies - fly, roosters, inhale, exhale, hats.
6. Learn the tongue twister: Hee - hee - hee,
Hee hee hee
The roosters sang in the field.
Analysis of the sound composition of the word. L sound.
1. Sound L "- consonant, soft. When we pronounce the sound L", lips smile, the tip of the tongue is pressed against the alveoli behind the upper teeth.
2. Illustratively draw in a notebook words with the sound L. "Determine the position of the sound L", owl, lemon, spruce, coal, raspberry, watering can, medal, ticket.
3. The game "What (who) is gone." Deer - no deer, plates, waffles, felt boots, meadows, tulips, pancakes.
4. Compilation of sentences (from pictures) with words from task No. 2. "What does anyone have?" Lena has a watering can (lemon, ribbon, etc.). Kolya has a coat (coal, medal).
5. Learn a tongue twister: We barely, barely
Caught a burbot aground.
Analysis of the sound composition of the word. Sound J.
1. Sound Y - consonant, soft, sonorous. When pronouncing the sound Y, the lips smile, the tip of the tongue is below the teeth, the back of the tongue arches. The air jet is warm, short.
2. Pick up and glue or draw words with the sound Y, determine the position of the sound in the word: iodine, yoga, yogurt; tea, May, nightingale, sparrow, blow, drink, mine; shirt, husky, balalaika, jay.
3. Sound-syllabic analysis of words: May, T-shirt.
4. Make a word from syllables: wei, lo, so; ba, lai, ka, la; edge, yo; ro, bey, in.
5. According to the pictures, the game "What do we not have?": iodine - no iodine, etc.
6. Make sentences using the pictures. Count the words in each sentence.
7. Working with a deformed proposal. - How right? Kettle, on, standing, table. Laika, cat, barks, on, loudly. On, the nightingale, sings, branch. What short word (preposition) occurs in all sentences?
8. Remember the tongue-twister: We drove, we drove,
We reached the spruce
Analysis of the sound composition of the word. Sound B.
1. Sound B - consonant, solid, sonorous. When pronouncing the sound B, the lips are tightly compressed, the tongue lies calmly in the mouth, the air stream is fast; voice is formed.
2. Illustratively draw words with sound B in a notebook. Determine the position of sound B. Bull, tank, balcony, bottle, loaf; bus, globe, bow, boots, bank, beads, banana, alarm clock, trunk, dog, sable, paper, alphabet, wild boar.
3. Sound-syllabic analysis of words: bow, beads, loaf.
4. Make a word from syllables: kabul, ki - soba, ban - ba - ra, ba - shka - bu.
5. The game "Call it affectionately": a bow - a bow (banana, bull, balcony, bottle, letter, paper, bank).
6. Compose 5-6 sentences from the pictures. Count how many words are in the sentence.
7. Work with a deformed sentence: Grandmother, put, in, bank, cupboard. Banana, in, package, lie down. Dog, sleep, in, booth. In, alphabet, there are, many, letters.
8. Remember the tongue twister: Ban - ban - ban - ban -
a boar is walking through the forest.
Would - would - would - would -
there are oak trees in the meadow.
Boo-boo-boo-boo-
a woodpecker sits on an oak tree.
Bo-bo-bo-bo-
we all love "bi-ba-bo".
Analysis of the sound composition of the word. Sound D.
1. Sound D - consonant, solid, sonorous. When pronouncing the sound D, the lips are rounded, the tip of the tongue hits behind the upper teeth, the voice is formed, the air comes out abruptly.
2. Illustratively draw words with the sound D in a notebook. Determine the position of the sound D. House, smoke, melon, two, arc, shower, Dasha; stars, hazelnuts, soldier, palm, nest, can, dishes.
3. Sound-syllabic analysis of words: house, pike perch, smoke, can.
4. Compose a word from syllables: hello, sound; breathe, lan; to, blu; I, dy, go; up to, one hundred; ka, dud; date, sol.
5. Game "1, 2, 5": 1 house - 2 houses - 5 houses (melon, Dasha, star, soldier, palm, nest, can, pike perch).
6. Work with a deformed sentence: Airplane, fly, over, house. Dasha, love, eat, melons. Stars, burn, on, the sky. Pike perch, swim, in, river.
7. Remember the tongue twister: Yes - yes - yes, yes - yes - yes -
water washes our hands,
Dy - dy - dy, dy - dy - dy -
we can't live without water.
Before - before - before, before - before - before -
we wash our face with water.
Doo-doo-doo, doo-doo-doo-
blow hard on your hands.
Analysis of the sound composition of the word. Sound G.
1. Sound Г - consonant, solid, sonorous. When pronouncing the sound G, the lips are rounded, the tip of the tongue moves back, the root of the tongue rises to the palate. The voice is formed, the air stream is strong, short, breakthrough.
2. Illustratively draw words with the sound G in a notebook. Determine the position of the sound G. Geese, lips, hammock, pigeons, newspaper, sponge, nails; wagon, leg, paper, book, needle, skittles, parrot; shop, carnation.
3. Sound-syllabic analysis of words: wagon, paper, pigeons, hammock, newspaper.
4. Compose a word from syllables; si - gu, would - gu, poppy - ha, and - ka - goal, in -g gay - pu, boo - ha - ma, ma - zin - ha.
5. The game "Blue, blue, blue": a hammock, a dove, a wagon, a parrot, a newspaper, a sponge, a book, a carnation.
6. Memorize the story. How many words are in each sentence. Galya is small. Galya was scared by the geese. The geese cackled: "Ha-ha-ha!" Galya is not afraid of geese. Galya chases geese with a branch. The geese are running from Gali.
Analysis of the sound composition of the word. S sound.
1. Sound C - consonant, hard, deaf, whistling. When pronouncing the sound C lips in a smile, the wide tip of the tongue is pressed behind the lower teeth, the lateral edges of the tongue are tightly pressed to the lateral teeth, the back of the tongue is raised and concave at the alveoli, the air stream is cold.
2. Illustratively draw words with the sound C in a notebook. Determine the position of the sound C. Sled, socks, scales, forest, bus, additive, fox, bag, cactus, glass, beads.
3. Sound analysis of the syllable: sa.
4. We divide the words into parts (syllables) slapping: garden, braids - sy, sa - no, a-on - us, sa - mo - years, sock.
5. The game "Say kindly." Garden - kindergarten, fox, plane, forest, belt, leaf, chest, son.
6. Finish the sentence and repeat it in its entirety: Sanya and Sonya planted ... (pine tree). There is a tall ... (pine) in the garden. The bench was placed under ... (pine).
7. Learn: At the canopy and Sleigh in the nets of catfish with a mustache.
Where there is snow, there is a trace.
Analysis of the sound composition of the word. S sound.
1. Sound C - consonant, soft, deaf, whistling. When pronouncing the sound C, the lips smile, the tip of the tongue is below, but moved away from the teeth, the back of the tongue touches the palate, the air stream is cold.
2. Determine the position of the sound C in words (beginning, middle, end): seven, letter, goose, blue, sieve, taxi, kissel, ribbon, cornflower, net, height. Write the words illustratively in a notebook.
3. Sound analysis of the syllable: su.
4. The game "Which - which - which?" Blue, blue, blue (match adjectives with nouns from task No. 2).
5. Make sentences with words (from pictures). Sima is a cornflower. Syoma - goslings. Vasya is jelly. Lucy is a herring.
6. Learn a poem: We are sitting on a ladder
And we sing songs.
Analysis of the sound composition of the word. Sound 3.
1. Sound 3 - consonant, hard, sonorous, whistling. (Pronounced the same as the sound C, only with a voice). What is the air barrier? (The back of the tongue is raised to the alveoli, the wide tip of the tongue is pressed down behind the teeth).
2. Determine the position of the sound in words: umbrella, vase, mosaic, teeth, tongue, bell, lock, alphabet, nest. Write the words illustratively in a notebook.
3. We divide the words into syllables: west - west, ko - za, za - but - za, mu - zy - ka, pheasant - zan, umbrella.
4. The game "What (who) is gone?" Goats - no goats, umbrellas, vases, teeth, riddles, sounds, nests.
5. Make sentences with the words from task No. 2 (using pictures). "What's with who?" Zoe has (umbrella), (vase), etc. Lisa (call), (mo. stutterer), etc.
6. Learn a tongue twister: The zone bunny's name is Znayka.
7 Explain the expression: Know by heart.
(Know something very well).
Analysis of the sound composition of the word. Z sound.
1. Sound 3 "- consonant, soft, sonorous (we pronounce it like a sound C only with a voice). What is the barrier to the air stream? (The back of the tongue touches the palate).
2. Determine the position of sound 3 "in words (at the beginning, in the middle of a word): Zina, earth, raisins, strawberries, newspaper, winter, museum, shop, finch, monkey. Write the words illustratively in a notebook.
3. Sound analysis of the word: soup.
4. Game "1, 2, 5". Coordinate numerals 1, 2, 5 with the words from task No. 2 (except for the words raisins, earth).
5. Make sentences with the words from task number 2 (from the pictures). What (whom?) does Zina love? Zina loves strawberries, etc.
6. Repeat! Zi - zi - zi - take the hay.
Ze - ze - ze - I will give hay to the goat.
Analysis of the sound composition of the word. Sound C.
1. Sound C - consonant, hard, deaf, whistling. When pronouncing the sound C, the tip of the tongue hits the upper teeth (T) and hides behind the lower teeth (C). The voice is not formed. The air stream is cold, strong, goes through the middle of the tongue.
2. Illustratively draw words with the sound Ts in a notebook. Determine the position of the sound Ts. Chicken, button, chain, flowers, street, soap dish, chicks, ring, heron, hare, sheep, towel, windmill, titmouse, caterpillar.
3. Sound-syllabic analysis of words: flowers, heron.
4. The game "Tanya and Tanechka". Tanya blue dress, and Tanechka has a blue dress, (scented soap, a warm blanket, a delicious treat, a letter from her grandmother).
5. Make sentences on pictures from 3-4 words.
6. Remember the tongue twister: Tsa - tsa - tsa - tsa - a sheep is standing in the meadow. Tsy - tsy - tsy - tsy - the titmouse has chicks. Tso - tso - tso - tso - we have a ring on the table. Tsu - tsu - tsu - tsu - I will give all the children a ring.
Analysis of the sound composition of the word. Sound Sh.
1. The sound Ш is a consonant sound, hard, deaf, hissing. When pronouncing the sound Ш, the lips are pulled forward, the wide tip of the tongue is raised up, the air stream is warm, scattered.
2. Pick up and glue pictures, determine the position of the sound W: hat, wardrobe, puck, fur coat, tire; cat, mice, car, pillow, cherry; baby, reeds, lily of the valley, hut.
3. Sound-syllabic analysis of words: closet, pants.
4. The game "Make a word from syllables": ka, schap; shower, po, ka; na, shi; breathe, lan; shi, ma, on; we, ka, shi.
5. Change the word from the pictures. One or many game. Fur coat - fur coats, etc.
6. Use the pictures to make sentences of 3-4 words. Count how many words are in the sentence.
7. Remember tongue twisters: Dasha in the shower
Washes neck and ears.
Hush, mice, don't make noise,
Don't wake up Masha the cat. On the window, a midge Catches a cat with its paw.
8. Remember, explain the proverbs: You cannot hide an awl in a bag. Hurry up and make people laugh. With whom you lead, from that you will gain.
Analysis of the sound composition of the word. The sound of J.
1. Sound Zh - consonant, solid, sonorous. When pronouncing the sound Zh, the lips are stretched with a pipe, the wide tip of the tongue rises up. The voice is formed, the air stream is warm, strong.
2. Illustratively draw words with the sound J in a notebook. Determine the position of the sound J. Beetle, snakes, blackberries, toads, hedgehogs, jacket, acorns, teddy bear, skis, knives, artist, shoemaker, clothes, thirst.
3. Sound-syllabic analysis of words: beetle, skis.
4. Clap the words, how many syllables are there? A lark, a foal, a greenhouse, a conductor, a bookcase, a cake.
5. The game "Who has whom?" The horse has a foal, foals. The hedgehog has ... ?, the snake has ... ?, the walrus has ... ?
6. Work with a deformed sentence: beetle, fly, on, flower. Already, lie, pebble, under. Walrus:, swim, ice floe, k. Hedgehog, run, in, mink.
7. Remember the tongue twister: The beetle buzzes: "Zhu - zhu - zhu!"
And I buzz, and I buzz.
I live, do not grieve
I am sitting on a branch.
The beetle has fallen and cannot get up -
He is waiting for someone to help him.
Analysis of the sound composition of the word. The sound of Ch.
1. Sound H - consonant, deaf, soft, hissing. When pronouncing the sound H, the lips are stretched with a pipe, the tip of the tongue rises from below (T) up (Sh), the voice is not formed, the air stream is warm, diffused.
2. Pick up and glue pictures, determine the position of the sound H: tea, teapot, seagull, cup, stocking, clock, ball, barrel, bees, swing, biscuits, boy, girl, matches, doctor, rook, brick.
3. Sound-syllabic analysis of words: seagull, barrel, swing.
4. Clap difficult words. How many syllables are in a word? Teacher, sandbox, bird cherry, buckwheat, reading room, bun.
5. The game "Call it affectionately." Ball - ball, key, cup, stump, sock, saucer, dog, squirrel, lock, spoon, glass, jug.
6. Retell the story. How many offers does it have? Grandpa put on his glasses. He is reading a book. Granddaughter said to grandfather: "Grandfather, give me glasses, I also want to learn how to read books." What is the error in the story?
7. Learn the tongue twister: Met the hedgehog goby
And licked him in the barrel. Pricked his tongue. And the prickly hedgehog laughs: Do not put anything in your mouth!
Analysis of the sound composition of the word. Sound SH.
1. Sound Щ - consonant, deaf, soft. When pronouncing the sound Щ, the lips smile, the wide tip of the tongue is at the upper teeth, the voice is not formed, the air stream is warm, scattered.
2. Illustratively draw words with the sound Shch in a notebook. Determine the position of the sound Shch. Pike, cabbage soup, goldfinch, tongs, sorrel, brush, puppy, shield, sliver, square, vegetables, ticks, box, things, bream, cloak, ivy, mite.
3. Sound-syllabic analysis of words: brush, puppy.
4. Slap difficult words: drummer, animal trainer, crane operator, cleaner, excavator operator, traffic controller.
5. Game "More". Strength - strength, arm, leg, fist, boot, voice.
6. Make sentences (4-5) from the pictures. How many words are in a sentence?
7. Retell the story "In the Grove". How many offers does it have? Goldfinches come to the grove in spring. Goldfinches are looking for branches and twigs for a home. Goldfinches breed chicks in nests. Goldfinches cannot fly, they sit and squeak. Goldfinches bring them food.
8.3 remember the tongue-twister: Two puppies, cheek to cheek
Pinch the brush in the corner.
Analysis of the sound composition of the word. Sound L.
1. Sound L - consonant, solid. What is the airflow obstruction? (Tongue rests on teeth). When we pronounce the sound L, the lips are in a smile, the teeth are visible, the tip of the tongue is pressed to the upper teeth.
2. Determine the position of the sound L in words. Write the words illustratively in a notebook. Lamp, fork, floor, boat, tent, dove, bow, chalk, dress, cloud, pencil case, soap, shop, woodpecker.
3. Sound analysis of words: lamp, stock.
4. The game "Which - which - which?" Adjectives agree with the nouns from task number 2. White - chalk, .... White - tent, .... White -: cloud, ....
5. Make sentences on the pictures, answering the question: What did Mila do? Mila was washing her hands. Mila drank milk. Mila poured onions. Mila dressed the doll.
6. Learn: White sawdust is flying
They fly from under the saw. This carpenter makes windows and floors.
7. Repeat the tongue twister 3 times: Cap under the cap,
cap under the cap.
Analysis of the sound composition of the word. R sound.
1. Sound P - consonant, solid, sonorous. When pronouncing the sound P, the mouth is open, the lips are rounded, the wide tip of the tongue trembles behind the upper teeth, a voice is formed, the air stream is strong, long.
2. Illustratively draw words with the sound R in a notebook. Determine the position of the sound R. Cancer, frame, shirt, pencil, drum, rose, corn, chickens, ball, map, pear, roof, ram, scarf, tiger, ax, mosquito, steam.
3. Sound-syllabic analysis of words: roof, shirt.
4. Clap and explain the words. How many syllables do they have? Thermometer, searchlight, thawed patches, orchestra, constructor.
5. The game "What do we not have?" by pictures.
6. Make 5-6 sentences on the pictures. How many words are in a sentence?
7. Remember the tongue twister:
Ra - ra - ra - ra - high mountain.
Ry - ry - ry - ry - mosquitoes fly.
Ro-ro-ro-ro-full bucket.
Ru - ru - ru - ru - the kangaroo jumps.
8. Retell the story, how many sentences does it contain? The crow caught the cancer. Cancer asked the crow: "Sing, crow!" The crow croaked: "Kar - kar - kar!" The cancer fell out and crawled away.
Analysis of the sound composition of the word. R sound.
1. Sound R "- consonant, sonorous, soft. When pronouncing the sound R" lips smile, the tip of the tongue trembles at the upper teeth, the voice is formed, the air stream is strong.
2. Illustratively draw in a notebook words with the sound R. "Determine the position of the sound R". Turnip, backpack, radish, primer, calendar, sailor, exercises, gingerbread, heating pad, mushrooms, nuts, cucumber, lilac, armchair, trousers, nesting doll, garden bed, apricot, saucepan.
3. Sound-syllabic analysis of words: mushrooms, matryoshka.
4. The game "Which - what?" Birch - birch sap, forest; birch branch, grove. Walnut - what kind of jam? Shell, bush. Mushroom sauce, soup, rain, pie. Cucumber - cream, brine, salad. Apricot - juice, compote, jam, cream, cake. Watermelon - peel, juice, jam, names.
5. Make sentences from pictures, how many words are there in a sentence?
6. Remember the tongue twister:
Thirty-three cars in a row
They rumble, they rumble.
Speech material for automation
whistling, hissing and sonorous sounds
The emphasis is on the selection of material in such a way that when automating one of the groups, words with other problematic sounds do not occur. If the automation of the sounds С, 3, Ц is going on in the child, then there are no hissing or sonorous sounds in the speech material.
Another feature is the gradual complication of the material from isolated pronunciation, to pronunciation in syllables (direct, reverse, with a confluence of consonants), in words of different syllabic structure with gradual complication, in sentences and in connected texts.
Simultaneously with the automation of sound in speech, work is underway to develop phonemic processes.
All speech work is framed in the form of cards.
For each sound, from 4 to 6 cards are given, which gradually become more difficult.
Automation of whistling sounds (C, C, 3, Z, C)
Lesson C - 1.
"Fence", "The cat is angry", "Let's brush our teeth"; "Slide", "Blow on your tongue", "Kick the ball into the goal", "Roll the pencil".
2. Exercise "Pump".
Smile, slightly open your mouth, rest the tip of your tongue against your lower teeth, blow. The air stream goes through the middle of the tongue, strong and cold.
3. Repeat clearly and slowly the sound "C".
As-as-as - here is a pineapple. Os-os-os - many wasps. Us-us-us - berry mousse.
Ys-ys-ys - here is the cape. Is-is-is - candy "Kis-kis"
4. Pick up and stick pictures in a notebook (or draw), name:. Pineapple, cape, many braids, many wasps, kvass, nose, bus, globe, mousse.
Lesson C - 2.
2. "Pump" (tongue below, behind the lower teeth, lips smiling).
3. Repeat three times, pulling the sound "C" (clearly and slowly): Sa - sa - sa - here comes the wasp.
Co - co - co - here is the wheel. Su - su - su - I am carrying a book.
Sy - sy - sy - here are the buses.
4. Stick pictures (or draw) and name them: Fox, scythe, wasp, scooter, sleigh.
Wheel, owls, juices, sock, chunk, soda. Noses, scales, braids, buses.
Lesson C - 3.
1. Articulatory gymnastics for the sound "C".
2. "Pump" (tongue behind lower teeth, lips smiling).
3. Repeat 3 times, pulling the sound "C": One hundred - one hundred - stu - stu
Sma - smo - him - smy
4. Stick pictures (or draw) and name them: Stadium, bridges, bushes, storks, spring, bedroom, fishing line.
Lesson C - 4.
1. "Pump" (C - C - C).
2. Repeat the tongue-twister:
Sonya's sledges go by themselves.
3. Finish the sentences:
For ten days Aibolit does not eat, does not drink and does not ... (sleep)
K. Chukovsky For animals and for animals Also need a nursery ... (garden)
4. Remember the riddle:
Small, rich, edible wheel. (Bagel)
Lesson C - 5
1. "Pump".
2. Finish the sentence:
Ding dong, ding dong
Walking in the alley ... (elephant)
Suddenly they see: standing at the wheels Huge disheveled ... (dog) S. Marshak
3. Raise your hand (or clap your hands) if you hear the sound "s" in the word:
Table, tree, bush, grass, tree, forest, magpie, watch, branch, mushroom, chair.
4. Repeat the story. Answer the questions:
a) In the garden.
There is a bench in the garden.
Grandfather Semyon, Sveta and Seva are sitting on the bench.
There are chairs and a table in the garden.
Sveta and Seva will be sculpted from clay.
Sveta fashioned a glass and an owl.
Seva sculpted a stork and a bus.
What is in the garden? Who is sitting on the bench? What will Sveta and Seva do?
What did Sveta sculpt? What did Seva sculpt?
b) Sanya and Sonya.
This is Sanya, and this is Sonya. Sanya is carrying a pumpkin. Sonya picks plums. Sanya loves pumpkin and cabbage. Sonya loves plums.
c) Sveta and Sanya.
This is Sveta, and this is Sanya.
Sveta has golfs. Sanya has socks.
Sveta and Sanya put on their boots and go into the forest.
Lesson C - 1.
1. Determine the place of the sound "C" in the word:
Goose, fox cub, Senya.
2. Repeat (game "Echo"):
As, axis, os, es, es, sya, syu, syu, ssi, syu, osse, I will use, essay, issi.
3. Clearly pronounce:
As - as - as - Senya has an ointment. Vs - Vs - Vs - Sima has a goose.
4. Find words with the sound "s". Learn a poem.
Blue skies, blue shadows
Blue firs - it's spring!
In the blue forest, this smell of spring
All inhabitants are awakened from sleep.
Lesson 3 - 1.
"The cat is angry", "Let's brush our teeth", "Slide", "Blow on the tongue with a voice", "Kick the ball into the goal", "Roll the pencil".
2. Exercise "Mosquito".
Smile, slightly open your mouth, rest the tip of the tongue against the lower teeth, blow on the tongue with the voice connected, a cold air stream goes through the middle of the tongue.
3. Repeat slowly and clearly the syllables with the sound "3". Azma azna azba azda
Uzma uzna uzba uzda Ozma ozna ozba ozda Yzma yzna izba yzda
4. Pick up and stick pictures or draw: ABC, hut, trains, nest.
Lesson 3 - 2.
1. Articulatory gymnastics for the sound "3".
2. "Mosquito" (isolated pronunciation of sound 3).
3. Repeat three times slowly and clearly "3".
For - for - for, for - for - for - here is a goat in the garden,
Zo - zo-zo, zo - zo - zo - here is Zoe's bright umbrella,
Zu - zu - zu, zu - zu - zu - Zoya is being taken in a sledge,
PS - PS - PS, PS - PS - PS - there is neither a vase nor a goat.
4. Stick pictures or draw and name them: Vase umbrella goat teeth
Goat bison being carried by a vase
Castle Call Zoya Mosaic
Lesson 3 - 3.
1. Exercise "Mosquito".
2. Repeat the tongue-twister:
a) Zoya washes the bunny in the basin,
b) Zoya has an alphabet, Zina has a star;
3. Finish the sentences:
He cries, a bear, and roars, Cubs from the swamp ... (calling).
K. Chukovsky A mouse ran - a mother, A duck became a nanny ... (call)
S. Marshak
4. Guess the riddle, find sound 3 in the answer:
Without hands, without an ax A hut was built. (Nest)
Lesson 3 - 4.
1. Exercise "Mosquito".
2. Guess the riddle, is there a sound "3" in the riddle.
He does not bark, does not bite, but does not let him into the house (castle). Bel, but not sugar, no legs, but it is (snow).
3. Clap your hands if you hear the sound "3" in the word.
Serpent, bush, vase, bridge, tree, castle, hut, nose, star, nest, cabbage.
4. Repeat the story, answer the questions:
Zoya and Zina.
Zoya and Zina sculpt from clay. Zoya has a funny bunny. Zina has Zaggy the monkey. And this is a snake and a bison. They are on a tray by the vase. What are Zoya and Zina doing? Who's with Zoe? Who is with Zina? Where is the snake and the buffalo?
Lesson 3" - 1.
1. Listen and determine the place of the sound "Zh" in the word:
Winter, monkey, Zina, basket, mirror.
2. Repeat the syllables: Zya - ze - zyuzi
Azzya - ozze - ezze - uzzyu - yzzy.
3. Repeat the tongue-twister: Zoya has a goat, Zina has an elderberry ..
Lesson C - 1.
"Machine gun" (t-t-t), "Swing", "Pussy", "Blow off the cotton wool" (language below, pronounce the sound "t").
2. Quickly and clearly pronounce the combination: t-s, t-s, t-s (c).
3. Repeat the words, find the extra:
Chicken, mill, egg, chickens.
4. Answer the questions:
How do we wipe our faces and hands? - a towel. How do we cut paper? - scissors. What do we put in the water? - flowers. Who hatches from the egg? - chick.
5. Repeat tongue twisters:
Tsy-tsy-tsy-tsy - chicks want to eat; Tsa-tsa-tsa - the tit bird is not great, but clever; Tsa-tsa-tsa - water flows from the well.
Lesson C - 2.
1. Articulation gymnastics.
2. Listen to the story, answer the questions, repeat (if the sounds L and R are put in the child's speech).
Chicken Chick.
The mother hen had a chick. (Who was at the chicken?) His name was Chick (What was his name?). The mother hen told the chick not to bathe. But Chick was naughty (What was Chick?). One day the chicken went for a swim. (What did Chicken do?) The water was cold and Chicken got sick. (What was the water like?) The mother hen called the clever Heron. (Who did mom call?) Heron gave Chicken a pill. (What did the Heron do?) The chicken promised his mother that he would never swim in cold water. (What did Chick promise mom?)
Lesson C - 3.
1. Finish the phrase:
Often a redhead goes to the lake to get drunk ... (fox) At the dacha in the forest there were different birds: Magpies, swifts, sparrows and ... (tits) At night the owl does not sleep. After all, an owl is a night ... (bird).
2. Listen to "Is there a sound C or not?", put aside the pictures with the sound C.
bag and saucer egg and fall chick and watch indian and cup
3. Repeat the story (if there are sounds L and R in speech).
The mother hen had eleven chicks. The smallest chicken was called Chick. The chick was a very curious chick. Picking flowers, Chick saw a well, decided to look into it and almost fell into it. Mama hen took Chick home and didn't let him go anywhere else.
Lesson C - 4.
1. Learn the riddle: .
On a flower - a flower
Drinking flower juice. (butterfly)
2. Learn poems (if there are sounds L and R):
a) "Autumn" (M. Khodakov)
If the leaves on the trees have turned yellow, If the birds have flown to a distant land, If the sky is gloomy, if it is raining, This season is called autumn.
b) "Camel" (N. Kostarev) Here is a camel - a living miracle! The camel has two humps. Can drink half a well.
Automation of hissing sounds (W, W, H, W).
Lesson Sh - 1.
1. Articulation gymnastics:
"Pancake", "Cup", "Delicious jam", "Mushroom", "Horse", "Smile", "Pipe", "Parachute".
2. Repeat the syllables slowly and clearly: Ash osh oosh ish ash
Sha sho shu shi she ashsha oshsho usshu eshshe
3. Repeat the words. Determine the place of the sound "Sh" in the word: Fur coat, baby, tire, car, bump.
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Occupation Sh - | ||
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1. Exercise "The tire burst." |
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2. Repeat slowly and clearly: |
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3. Choose a word that is close in meaning and sound.
Having clung to the rear tire, Mishka rides ... (car). The squirrel dropped a bump, the bump hit ... (bunny).
Lesson III - 3.
1. Finish the phrase:
Dark at night. Quiet at night. Fish, fish, where are you ... (sleep). - No, your voice is not good, You are too quiet ... (sing).
2. Pronounce the tongue phrase clearly (quietly, in an undertone, loudly): Our Masha was given a lot of porridge.
3. Learn the riddle by clearly pronouncing the sound "Sh": Small feet and afraid of cats. (Mouse).
Lesson III - 4.
1. In what words do you hear the sound "Sh"?
The cat sleeps and sees the mouse. Misha is going to school today. Grandmother bought a hat for grandfather. Grandfather bought a car for his grandson. Hurry up and make people laugh.
2. Listen and repeat the story "Natasha and the bear."
Natasha has a teddy bear. Natasha puts on his pants, and grandmother puts on a hat. Natasha goes out with the bear for a walk. Misha is there. Misha has a big car. Natasha and Misha put the bear into the car. The bear is driving!
Lesson F - 1.
1. Articulatory gymnastics to lift the tongue up.
2. Repeat the syllables (from top to bottom and from right to left):
Zhu zhu zhu zhi zhe Zhu zhu zhi zhe zhu zhi zhe zha zhu Zhi zhe zhu zhu zhe Zhe zhu zhu zhu zhi
3. Finish the phrase:
And nearby, the hippos grabbed for ... (bellies). Like a little white ice fell on a thin ice ... (snowball). And the elephant, all trembling, sat down on ... (hedgehog).
Lesson G - 2.
1. Exercise "Beetle buzzing".
2. Where do you hear the sound "Ж" (at the beginning, middle or end of a word)?
Beetle, hedgehog, blackberry, Zhenya.
3. Clap your hands when you hear the sound "Zh".
Beetle, toad, fur coat, knife, bunny, teeth, hedgehogs, cup, bear cub, cubes, blackberry, tire, dog, heron, Zhenya.
4. Say the tongue talk slowly and in a whisper, quickly and loudly:
Zha - zha - zha, zha - zha - zha - two hedgehogs ran away. Zhu - zhu - zhu, zhu - zhu - zhu - I knit a jacket for my mother.
Lesson F - 3.
1. Speak clearly, learn the "Beetle Song" (D. Bersenev).
I am a cheerful Maybug. And my name is Zhu-zhu. - Why is the name Zhu-zhu? Because I'm buzzing.
2. Where do you hear the sound "Ж"? The hedgehog lies under the spruce.
Zhenya sews a new coat and vest for the doll.
3. Listen, repeat the story "Zhenya and the hedgehog." (If there is a sound L).
Once Zhenya went to the forest for acorns. Zhenya was looking for acorns and found a beetle. He ran after the beetle and saw a hedgehog with hedgehogs. The hedgehogs saw Zhenya and ran under the tree.
Lesson H - 2.
1. Finish the phrase.
The sun bakes from above, below the river ... (flows). And the mountains are getting higher, and the mountains are getting steeper, and the mountains go under the very ... (clouds).
2. Where do you hear the sound "Ch"?
Tanechka, mud, butterfly, Dina, net, key, heron, glasses, black grouse, swing, artist, barrel, night, branch, daughter.
Lesson H - 3.
1. Exercise "Grasshopper" (h - h - h).
2. Remember riddles, repeat:
At home begins
At home it ends. (Road).
Fall down - don't cry
There are no legs, but it jumps. (ball).
What is in front of us:
Two shafts behind the ears
In front of the wheel
And a herring on the nose? (Glasses).
3. Listen and repeat the story "In the country". (If there are sounds L and R in speech).
In the summer, Zhenya and Zhanna lived in the country. They liked to drink tea with buns and biscuits. During the day, Zhenya and Zhanna ran to the river. Zhenya was fishing with a fishing rod and a net, and Zhanna was playing with a ball and a hoop.
Lesson Ch-4.
1. The game "Who has what kind of dishes?" (If there are sounds L and R in speech). Big Galya has a table and a chair, and little Katya has a table and a chair.
Galya has a plate, and Katya ...
Galya has a spoon, and Katya ...
Galya has a saucer and a cup, and Katya...
2. Listen, remember, repeat the poem "Bull" (A. Barto)
A bull is walking, swinging, sighing on the go. Oh, the board is ending, now I'm going to fall.
3. Repeat the poem in parts "Bull" (A. Beresnev).
(If there are sounds L and R in speech). They brought us But a steer For a steer Said to us:
Half a bucket - Mu-u-u! Milk. Milk is of no use to me.
I'm already a big bull, Give me a bunch of Grass.
Lesson H - 5.(For those children who have sounds L and R in speech).
1. Listen and repeat the poem, a) "Our Masha" (A. Barto).
Masha began to grow up. I need to raise my daughter. Masha has a daughter - She will soon be half a year old.
b) "Hedgehog" (G. Lagzdyn)
The rain poured out of the cloud, Washed the hedgehog's thorns. The hedgehog is happy: full, washed, Sleeping sweetly on the bed.
c) "Sand country" (N. Dilaktorskaya) Flows in the sand country
Sand river, A high-rise house was built Of yellow sand. And on the right, near the river, Where the bank is steeper, They bake a sand pie in a sand oven.
Occupation Shch - 1.
1. Articulatory gymnastics for the sound "Sch".
2. Repeat slowly and clearly:
Aw ch ch ch ch ch ch ch ch ch ch ch ch ch
3. "Where do you hear the sound" Shch "? Puppy, ticks, vegetable.
4. Finish the phrase: Better, mom, not food, You are my nanny ... (look). I'm off my feet today
I lost ... (puppy).
Lesson SC - 2.
1. Exercise "The snake hisses: u - u - u".
2. Repeat slowly and clearly:
shcha - sho, shu - scho, sho - shu, schi - scha, schu - sho, scha - sho, schi - scha, sho - shu.
3. Repeat tongue twisters:
Scha-scha-scha, scha-scha-scha - Kolya walks without a raincoat. Shchi-shchi-shchi, shchi-shchi-shi - we are looking for sorrel on cabbage soup. Shchi-shchi-shchi, shchi-shchi-shchi - bream is needed for fish soup.
4. Finish the phrase:
There was a lock on the door
He was sitting locked up ... (puppy).
Like our daughter has pink ... (cheeks).
Lesson W - 3.(If there are sounds L and R in speech).
1. Remember riddles. Determine the place of the sound "Sch" in the answers:
Tail wags, toothy, but does not bark. (Pike).
Flickers in the grass, wags its tail.
The tail will tear off - the other will gain. (Lizard).
2. Listen, repeat the poem by A. Barto: One puppy was lonely,
He wandered restlessly. And finally the puppy decided: I'll find an owner!
3. Learn a poem by A. Barto: The goldfinch sings all day
In a window cage. The third year went to him, And he is afraid of a cat. And Masha is not afraid of neither cats nor goldfinches. She gave the goldfinch a drink, And drove the cat away.
Lesson SC - 4.(If there are sounds L and R in speech).
1. Listen and repeat the story "Katya's puppy".
Katya was given a puppy. She brought it home and put it in a box. The puppy curled up in a ball and fell asleep. When the puppy woke up, he got out of the box, pulled out a brush from under the table and began to play with it.
2. Learn the poem by S. Mikhalkov "Two Puppies".
Two puppies, cheek to cheek, Pinch the brush in the corner.
3. Listen and repeat the poem "Mailbox".
I stand on the bench, I barely get the box. I open the box, Blue, shiny. The real letters fell out of the box.
Automation of sounds L and L
Lesson L - 1.
1. Perform articulation gymnastics exercises:
"Damn", "Needle", "Nutlet", "Painter", "Whose teeth are cleaner", "Bite the tip of the tongue."
2. Exercise "The plane is flying and buzzing: l - l - l".
Pronounce the sound A (or S) by biting the tip of the tongue. Repeat up to 5 times.
3. Speak clearly slowly:
Al - al -: al - chalk fell to the floor.
Ol - ol - ol - I love football.
Street - street - street - a strong rumble.
Yl - yl - yl - I washed the floor.
4. Pick up pictures, stick them in a notebook, name them. Fell, blew, waved, washed.
Lesson L - 2.
1. Exercise "The plane is flying: l - l - l".
2. Repeat slowly and clearly:
La - la - la, la - la - la - Mila was swimming in a boat.
Lo - lo - lo, lo - lo - lo - it's warm in our room.
Lu - lu - lu, lu - lu - lu - the doll is sitting on the floor.
Ly - ly - ly, ly - ly - ly - Cleanly washed floors.
3. Pick up and glue pictures in a notebook (or draw), name:
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3. Invention |
th two-word sentences with the words: |
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lamp, boat |
bow, moon, |
tent. elk, |
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4. Define |
sound position |
"l" in words: |
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Lacquer, small, floor |
Scrap, stick. | ||
Lesson L - 3.
1. Clearly pronounce:
La - lo - lu - le: - la
Lo-lu-le-ly-la
Lu - le - ly - la - lo
Le - ly - la - lo - lu
Ly - la - lo - lu - le
Cla - clo Gla - glo Bla - blo Fla - flo Vla - vlo
2. Repeat slowly and clearly:
Pla - plo plu - pla - pla
klu - kle - kly glu - gl - gly blu - bl - bly fl - fl - fl
VLA ---- or VLU ---- VLE ---- VLY
3. Repeat the words 3 times (in a whisper, in a low voice, loudly).
Scarf, raft, plow, float, lay, clown, flowerbed, smooth, globe, fleet, depth, lump, blouse, flags.
Lesson L --4.
1. Clearly pronounce sayings. Determine the position of the sound "l" in
To live without work is only to smoke the sky. Do not hurry with your tongue, but hurry with your deeds. Words here and there, but deeds nowhere.
2. Retell the story. Answer the questions.
Here is Mila. Mila has a dog Polkan and a cat Malysh. Mila was preparing a salad. Mila took onions, sausage, eggs and sour cream. Mila gave Polkan a piece of sausage, and Malysh - white sour cream. The kid laps sour cream from a bowl.
Glue (or draw) pictures: Mila, Polkan, Kid, salad,
onion, sausage, bowl.
Who is it? Who is Mila? What was Mila doing? What did Mila take? What did Mila give to Polkan and what to the Kid? Where does the Kid drink sour cream from?
Lesson L - 5.
1. Retell the story based on the pictures.
The raft floats on the waves. On the raft Volodya and Mila. Volodya can swim, he is smart and brave. And Mila is small. Mila swims badly.
Pictures: raft, waves, Volodya, Mila, a boy is swimming, a little girl.
2. Pick up pictures for the story, repeat from the pictures.
Here is Lola. Lola put on White dress. Lola has a scarf on her head. There is a flower bed near the house. It was Lola who planted the blue violets and white gladioli. And in the spring, Lola had white lilies of the valley in the flowerbed.
Pictures: Lola, dress, scarf, house, flowerbed, violets, gladioli, lilies of the valley.
Lesson L - 1.
1. Pick up pictures, make up a story based on them.
Lilya and Lena are walking through the forest. Green firs in the forest. Lilya and Lena saw maple, linden and viburnum. Maple seeds are light airplanes, leaves are maple. The linden leaves are green, and the seeds are small, small. Viburnum berries are sour, sour.
2. Make up a story based on reference pictures.
This is Lily. Lilya is watering a flower bed from a watering can. There are tulips and buttercups in the flowerbed.
In the meadow.
Lena and Leva were in the forest. Green field in the forest. Strawberries in the field. Lena and Leva ate sweet strawberries.
Automation of P and Pb sounds
Lesson P - 1.
1. Start the engine (quietly, loudly): p - p - p.
2. Repeat slowly and clearly:
Ra - pa - pa, pa - ra - ra - that's a high mountain. Ro-ro-ro, ro-ro-ro is a full bucket. Ru - ru - ru, ru - ru - ru - I will erase from the board. Ry - ry - ry, ry - ry - ry - mosquitoes are flying.
3. Pick up and glue pictures, determine the position of the sound "p" in the word:
Rainbow, parade, road, gate, bucket, hands, steering wheel, mosquitoes, axe.
4. Come up with sentences with a combination of words:
Full bucket, high mountain, angry mosquitoes, colorful balloons.
Lesson P - 2.
1. Repeat the syllables, pronounce the sound R for a long time.
Cra - gra pra - bra tra - dra Cro - gro pro - bro tro - dro Kru - gru pru - bru tru - dr
2. Pick up and glue (or draw) pictures, repeat, explain the meaning of unfamiliar words.
Crab, crane, hail, thermometer, mole, thunderstorms, circle, ground, wings, tigers, holiday, brother, wires, ford, rods, bars, cheese, grass, fight, cable, firewood, pipe, friend, theaters.
3. Come up with sentences with the words:
Crab, rope, thermometer.
4. Remember the proverb:
Sing well together, but speak apart.
Lesson R - 3.
1. Retell the story. Answer the questions.
The fisherman lived near a beautiful lake. There were fish and crayfish, mosquitoes flew. The fisherman caught fish and crayfish. But angry mosquitoes interfered with him. They distracted him from fishing. The fish swam away and hid in the thickets of algae. The crayfish burrowed into sandy burrows. Each time the fisherman went home without fish and without crayfish.
Where did the fisherman live?
Who did the fisherman catch?
Who interfered with the fisherman?
What did the fish do?
Where did the crabs go?
Pictures: fisherman, lake, fish, crayfish, mosquitoes, algae, minks.
b) Roma and Ray.
Roma and Ray read. Roma read about the steamboat, the tram, the trolleybus, and the truck. Roma read about transport. Raya read a story about a tiger, about a bison, about a zebra and about a crocodile. Raya was reading a book about the life of animals from hot countries in the zoo.
What did Roma and Raya do?
What did Roma read about?
Who did Raya read about?
Occupation Pb - 1.
1. Slowly and clearly pronounce the sound Ri - "Tiger cub growls."
2. Repeat the syllables:
rya - re - ryu - ri re - ryu - ri - rya ryu - ri - rya - re ri - rya - re - ryu
3. Repeat the words with the sound Ri: Rita, beds, turnips, radishes, radishes.
They draw, Renat, mittens, a dragonfly, a saucepan, a plate, irises, an electric train.
They came, hazel, birch, nuts, earrings.
4. Make sentences with any two words. Choose words from exercise 3.
Lesson Pb - 2.
1. Make up a story based on pictures.
Roma, Raya and Robert. Roma, Raya and Robert are painting. Roma drew a frying pan and a sugar bowl. Raya drew blueberries and currants. Robert drew potatoes and carrots. Roma painted dishes, Raya painted berries, and Robert painted vegetables.
2. Listen and repeat the story. (According to the plot picture).
In the garden.
Rita and Roma go to the garden. There are beds. Cucumbers, turnips, radishes, radishes, potatoes, tomatoes and dill grow on the beds. Rita and Roma are carrying potatoes in a basket. The children have harvested a good crop of vegetables!
Lesson Pb - 3.
1. Make up a story based on reference pictures.
Rita, Renat and Rome.
Rita, Renat and Rima are painting. Rita draws a pot and a plate. Renat draws an electric train and a ship. Rima paints irises and roses. Rita painted the dishes, Renat the transport, and Rima the flowers.
2. Listen and repeat the story.
Rita, Renat, Roma and Druzhok came to the forest. Oaks, hazels and birches grow there. A red-haired squirrel is jumping on an oak tree. Nuts grow on hazels, catkins grow on birches. Good in the forest!
Children's understanding of the coherent speech of adults, awareness of the audible sound stream precedes the assimilation of individual sentences, phrases, words, morphemes, i.e. precedes the ability to isolate them from the flow of speech. Mastering coherent speech is impossible without developing the ability to isolate its components - sentences, words, etc.
The following features of word formation and grammatical forms usually cause difficulties:
1. The combination of linguistic signs has a new meaning, different from the meaning of each of the linguistic signs used in this combination. When words are formed from morphemes, phrases from words, sentences from phrases, integration (merging into a single whole) of meanings and similar elements occurs. For example, the root morpheme -svet- turns into a new word if you add other morphemes to it: the formative suffixes -i-t (shine), the suffix -l- and the ending -y (light), the suffixes -l-o (light) and etc. The combination of these morphemes creates four different signs with extremely generalized lexical meanings: object (light), action (shine), sign of the object (light), sign of action (light).
Each of these words light, shine, light, light) is multi-valued, contains a number of single meanings that are found only in a phrase. Yes, the word light in the phrase can mean: illumination ( sunlight, turn on the light), electricity ( pay for the light), joy ( eyes sparkle with light), true ( light of truth), affectionate treatment ( my light!), world, universe ( go around the world), society ( theater world, high society) and etc.
Thus, understanding of the polysemy of a word develops in children only when working with a coherent text. Understanding the ambiguity leads to understanding the figurative meaning of the word, naturally, also in phrases. For example, if children already know the direct lexical meaning of the word sole(at the shoe) stone(made of stone, such as a house), whisper(speak a little audibly), then they can guess the figurative meaning of the same words in phrases - in context, in a syntactically designed phrase: foot of the mountain(base), stone face(fixed) reed whispers(whistles).
2. A certain difficulty for children in mastering their native language is the variability of signs, i.e. that feature of the language, according to which different material linguistic means (different signifiers) are often used to designate the same extralinguistic phenomenon (one signifier).
For example, in the word formation of nouns, in order to give the generating basis the lexical meaning "a person who has a given profession", not only the suffix is used -tel (writer), but also -schik (mason), -Nick (stove-maker), -ary (apothecary); not only the suffix -out- (white), but also -from- (redness), -awn (dullness). The grammatical meaning "cause relation" is conveyed by the genitive form of a noun with a preposition from (jump off joy), gerund ( jump in joy), causal subordinating conjunction ( jump because you are happy).
According to the observations of N.S. Zhukova, among the signs of early speech dysontogenesis is the morphologically inarticulate use of words. The words connected in a sentence do not have a grammatical connection with each other; they are used by the child in any one form. This trend can be observed over many years of a child's life. The facts of the long existence of sentences, grammatically correct and incorrectly designed, are noted.
It is known that for the implementation of verbal communication, the ability to express and convey thoughts is necessary. This process is realized with the help of phrases. In case of violation of speech development, the difficulties in constructing phrases and operating them in the process of speech communication appear quite clearly, manifest themselves in the agrammatism of speech (narrowing of the set of constructions used, their defects, violation of the grammatical form of the word), which also indicates the unformed grammatical structuring.
The studies of V.K. Vorobyeva, S.N. Shakhovskaya and others also allow us to say that the independent coherent contextual speech of children with speech underdevelopment is imperfect in its structural and semantic organization. They lack the ability to coherently and consistently express their thoughts. They own a set of words and syntactic constructions in a limited volume and in a simplified form, they experience significant difficulties in programming an utterance, in synthesizing individual elements into a structural whole, and in selecting material for a particular purpose. Difficulties in programming the content of extended statements are associated with long pauses, omissions of individual semantic links.
By the start of training preparatory group the vast majority of children with general underdevelopment of speech are capable of retelling short texts, compiling stories based on plot pictures, observed actions, and so on - that is, coherent statements. Nevertheless, these statements differ significantly from the coherent speech of children with normal speech development.
Coherent speech is normally characterized by the following features: expansion, arbitrariness, logic, continuity and programming. Preschoolers with underdevelopment of a coherent statement are distinguished by: insufficient ability to reflect cause-and-effect relationships between events, a narrow perception of reality, a lack of speech means, and difficulties in planning a monologue.
As Levina R.E. notes, against the background of relatively detailed speech in children with OHP, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word-formation methods creates difficulties in using word variants, children do not always succeed in selecting words with the same root, forming new words with the help of suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, the desired word with another, similar in meaning.
In children with general underdevelopment of speech, coherent speech is not sufficiently formed. A limited vocabulary, repeated use of the same sounding words with different meanings makes children's speech poor and stereotyped. Correctly understanding the logical interconnection of events, children are limited only to listing actions.
Against the background of relatively extended speech in children with general underdevelopment, there is an inaccurate use of many lexical meanings. The active vocabulary is dominated by nouns and verbs. There are not enough words denoting qualities, signs, states of objects and actions. The inability to use word-formation methods creates difficulties in using word variants, children do not always succeed in selecting words with the same root, forming new words with the help of suffixes and prefixes. Often they replace the name of a part of an object with the name of the whole object, the desired word with another, similar in meaning.
In free statements, simple common sentences predominate, complex constructions are almost never used.
Agrammatism is noted: errors in agreeing numerals with nouns, adjectives with nouns in gender, number, case. A large number of errors are observed in the use of both simple and complex prepositions.
Understanding of addressed speech is developing significantly and is approaching the norm. There is an insufficient understanding of the changes in the meaning of words expressed by prefixes, suffixes; there are difficulties in distinguishing morphological elements expressing the meaning of number and gender, understanding logical-grammatical structures expressing causal, temporal and spatial relationships. The gaps described leave their mark on the coherent speech of children.
When retelling, children with general underdevelopment of speech make mistakes in conveying the logical sequence of events, skip individual links, and “lose” characters.
The story-description is not very accessible to them, usually the story is replaced by a separate enumeration of objects and their parts. There are significant difficulties in describing a toy or object according to the plan given by the speech therapist. Usually, children replace the story with a listing of individual features or parts of the object, while breaking any connection: they do not complete what they started, they return to what was said earlier.
Creative storytelling for children with general underdevelopment of speech is given with great difficulty, more often it is not formed. Children experience serious difficulties in determining the idea of the story, the consistent event of the chosen plot and its language implementation. Often, the performance of a creative task is replaced by a retelling of a familiar text. The expressive speech of children can serve as a means of communication if adults provide assistance in the form of questions, prompts, and judgments. As Filicheva T. B. notes, in oral speech communication, children with general underdevelopment of speech try to "bypass" words and expressions that are difficult for them. But if you put such children in conditions where it turns out to be necessary to use certain words and grammatical categories, gaps in speech development are quite distinct. In rare cases, children are the initiators of communication, they do not ask questions to adults, game situations are not accompanied by a story.
Although children use extended phrasal speech, they experience greater difficulties in independently compiling sentences than their normally speaking peers.
Against the background of correct sentences, one can also meet agrammatic ones, which, as a rule, arise due to errors in coordination and management. These errors are not permanent: the same grammatical form or category can be used both correctly and incorrectly in different situations.
There are errors in the construction of complex sentences with conjunctions and allied words ("Mishya zyapyakal, the atom fell" - Misha cried because he fell). When compiling sentences for a picture, children, often correctly naming the character and the action itself, do not include in the sentence the names of the objects used by the character.
Tkachenko T.A. notes that the detailed semantic statements of children with general underdevelopment of speech are also distinguished by the lack of clarity, consistency of presentation, fragmentation, emphasis on external, superficial impressions, and not on the causal relationships of actors. The most difficult thing for such children is independent storytelling from memory and all kinds of creative storytelling. But even in the reproduction of texts according to the model, a lag behind normally speaking peers is noticeable.
Thus, in children with general underdevelopment, the following features of their coherent speech can be distinguished:
1. In a conversation, when compiling a story on a given topic, picture, series of plot pictures, violations of the logical sequence, "stuck" on minor details, omissions of main events, repetition of individual episodes are ascertained;
2. Talking about events from their lives, composing a story on a free topic with elements of creativity, they mainly use simple, uninformative sentences.
3. Difficulties remain in planning one's statements and selecting the appropriate language means.
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