Description of experimental techniques for examining phonemic perception
The study of the state of a child’s phonemic functions is a certain sequence:
1 Phonemic awareness:
Differentiation of phonemes based on auditory-pronunciation analysis:
- repetition of quasi-homonym words after the speech therapist (with sounds that are not mixed and those that are mixed in pronunciation);
- repetition of series of syllables;
Differentiation of phonemes based on auditory perception;
Differentiation of phonemes by representation (6-7 years old).
2 Ability for phonemic analysis and synthesis:
Emphasizing the stressed vowel at the beginning of a word;
Isolating sound from a word;
Determination of the first, last sound in a word;
Ability to carry out complex forms of phonemic analysis and phonemic synthesis (6-7 years):
- determining the sequence and number of sounds in a word
- composing a word from sequentially named sounds;
3 Phonemic representations (6-7 years):
Finding a picture whose title contains a given sound;
Selecting words with a given sound.
The methodology for studying phonemic perception in children of senior preschool age with level III SEN was compiled using the tasks of the authors of the methods:
- T. B. Filicheva, G. V. Chirkina. Program for training and education of children with special needs. The manual presents techniques aimed at recognizing, distinguishing and comparing simple phrases, highlighting and memorizing certain words in a series of others (similar in sound composition, different in sound composition), distinguishing individual sounds in a series of sounds, then in syllables and words (different by sound composition, similar in sound composition). Techniques help to reveal the picture of phonemic perception proficiency.
- N. I. Dyakova. Diagnosis and correction of phonemic perception in preschool children. This manual contains a study of phonemic perception, phonemic analysis, and sound synthesis.
- V. V. Konovalenko, S. V. Konovalenko. Express examination of phonemic hearing and readiness for sound analysis in preschool children. The authors offer an examination and analysis of the state of phonemic hearing, readiness for sound analysis, the child’s level of mastery of the sound-syllable structure of the language, and the degree of formation of phrasal speech.
- G. A. Volkova Methods of psychological and speech therapy examination of children with speech disorders. The manual contains tasks aimed at identifying the state of phonemic analysis, synthesis and phonemic representations.
During the examination, children were provided with help if they did not understand the meaning of the instructions (they were shown a sample of execution) and if they forgot the task (repetition of the task).
The survey methodology consisted of 6 tasks, the purpose of which was to identify the state of phonemic perception in children.
Task 1. “Catch a sound” - identifying a given sound from a number of sounds.
Instructions:
a) Clap your hands if you hear the sound [s].
Material: series of sounds
g, s, h, c, w, t, s, s, w, c, t, s, h, h.
Instructions:
b) Raise the blue circle if you hear a syllable with the sound [l] - isolating a sound from a number of syllables.
Material: series of syllables
lo, bo, ly, la, then, vo, mo, le, lo, ny, but, ra, ly, ru, va.
Instructions:
c) Clap your hands if you hear a word with the sound [w] - isolating a sound from a number of words.
Material: series of words
hat, skis, pine cone, sled, pillow, teapot, pencil, brush, cup, spoon, brush, clock, wardrobe, ball, cabbage, pen, dog, beetle, dragonfly, car, fox, pear.
Criteria for evaluation:
1) Correct identification of a sound in a series of sounds - 1 point.
2) Correct identification of sounds in a series of syllables - 1 point.
3) Correct identification of sounds in a series of words - 1 point.
4) Errors when performing this subparagraph - 0 points.
An error was considered to be the omission of an element (sound, syllable, word) containing a given sound; selecting an element that does not contain a given sound.
The results of all tasks are summed up.
Task 2. “Listen and show” - recognition by ear of words that differ in one sound.
Material: pairs of object pictures, the names of which differ in consonant sounds of varying degrees of acoustic and articulatory opposition (braid - goat, barrel - kidney, daughter - dot, cotton wool - veil, cancer - varnish, bangs - crack, fishing rod - duck, rat - roof, firewood - grass, mouse - bear, dew - rose, cloak - crying, soup - tooth, guests - bones, game - caviar, forest - bream).
Instructions: look at the pictures and show the one whose name you hear.
Criteria for evaluation:
1) Correct completion of the entire task - 1 point.
2) No more than 3 errors - 0.5 points.
3) More than 3 errors - 0 points.
An error was considered to be the display of a picture that did not correspond to the named word.
Task 3. “Repeat after me” - identifying children’s ability to perceive syllable combinations by ear, retain them in memory and translate acoustic images into articulatory ones.
Instructions: listen. Repeat the same.
Material: series of syllables
na-ta-ka, ma-pa-ba, ba-bo-bu-ba, you-ti-di, ko-ho-go, pa-ba-ta, but-no-but.
Criteria for evaluation:
1) Correct repetition of all rows - 1 point.
2) Partial completion of the task - 0.5 points.
3) Errors when repeating all rows - 0 points.
An error was considered to be a change in the sequence and number of elements in a row, rearrangement and replacement of sounds, syllables, and words.
Task 4. “Attentive ears” - identification features of formationphonemic perception
Material: 4 subject pictures depicting a pear, a hat, a folding bed, and a dryer.
Instructions: show the picture if I pronounce the word correctly. Pear, gyufa, grufa, glusa, gyusha, gyusa, pear, glusa.
Hat, hat, hat, hat, hat, hat.
Drying, sushka, shushka, drying, fufka, sufka, shufka, drying.
A folding bed, a folding bed, a folding bed, a folding bed, a folding bed, a folding bed.
Criteria for evaluation:
2) Errors when showing one or two pictures - 0.5 points.
3) Errors when showing more than two pictures - 0 points.
An error was considered to be the display of a picture when a word was pronounced incorrectly and the failure to show a picture when a word was pronounced correctly.
Task 5. “Find the mistake” - distinguishing words in a sentence that are similar in sound composition, but different in meaning.
Instructions: listen. Did I say it right now?
- Marina’s soup hurts, but there’s a delicious tooth in the plate.
- Marina has a toothache, and there is delicious soup in her bowl.
- Goats graze in the meadow, roses have grown in the flowerbed.
- Roses are grazing in the meadow, goats have grown up in the flowerbed.
- There is a mouse on the table with salad and a bowl sitting in its hole.
- There is a bowl of salad on the table, and a mouse is sitting in its hole.
Criteria for evaluation:
1) Correct identification of all texts with errors - 1 point.
2) Correct identification of 1-2 texts with errors - 0.5 points.
Task 6. “Arrange the pictures into groups” - differentiation of phonemes by representation.
Instructions: put the pictures into groups without naming them. (All pictures are mixed).
Material - subject pictures: bowl, nose, forest, braid, soup, catfish, bus, bear, roof, ball, hat, fur coat, cat, car.
Evaluation of results:
1) Correct completion of all tasks - 1 point.
2) One or two mistakes - 0.5 points.
3) Other options - 0 points.
Before examining the perception of speech sounds by ear, it is necessary to familiarize yourself with the results of a study of the child’s physical hearing. Numerous studies have found that even a slight decrease in hearing acuity in early childhood leads to the inability to distinguish speech sounds and pronounce them clearly. The presence of normal hearing acuity is the most important condition for the formation of phonemic perception.
However, even in children with normal physical hearing, specific difficulties are often observed in distinguishing subtle differential features of phonemes, which affect the entire course of development of the sound side of speech.
Difficulties in auditory differentiation of sounds can have a secondary effect on the formation of sound pronunciation. Such defects in children's speech, such as the use of diffuse sounds of unstable articulation, distortion of sounds correctly pronounced in an isolated position, numerous substitutions and confusions in a relatively favorable state of the structure and function of the articulatory apparatus, indicate a primary immaturity of phonemic perception.
The diagnostic difficulty in analyzing the manifestations of deficiencies in phonemic perception lies in the fact that often the gnostic function of phoneme formation in children with severe articulation defects develops in inferior conditions and may also be insufficient
Therefore, it is necessary to separate secondary manifestations of phonemic underdevelopment in the presence of defects in the area of the articulatory apparatus from those cases when deficiencies in phonemic perception are the main cause of deviations in the acquisition of the sound side of speech.
In order to identify the state of phonemic perception, techniques are usually used aimed at:
· recognition, discrimination and comparison of simple phrases; highlighting and memorizing certain words among others (similar in sound composition, different in sound composition);
· distinguishing individual sounds in a series of sounds, then - in syllables and words (different in sound composition, similar in sound composition);
· memorizing syllable series consisting of 2-4 elements (with a change in the vowel: MA-ME-MU, with a change in the consonant: KA-VA-TA, PA-BA-PA); memorizing sound sequences.
To identify the possibilities of perceiving rhythmic structures of varying complexity, the following tasks are proposed: tap out the number of syllables in words of different syllabic complexity; guess which of the presented pictures corresponds to the rhythmic pattern specified by the speech therapist.
Peculiarities of distinguishing speech sounds are revealed by repeating isolated sounds or pairs of sounds. Difficulties in phonemic perception are most clearly manifested when repeating phonemes that are similar in sound (B-P, S-Sh, R-L, etc.)
The child is asked to repeat syllable combinations consisting of these sounds. For example, SA-SHA, SHA-SA, SA-SHA-SA, SHA-SA-SHA, SA-ZA, ZA-SA, SA-ZA-SA, ZA-SA-ZA, SHA-ZHA, ZHA-SHA, SHA-ZHA-SHA, ZHA-SHA-ZA, SHA-ZA, ZA-ZA, ZHA-ZHA-ZA, ZA-ZHA-ZA.
Particular attention should be paid to distinguishing between sibilants, sibilants, affricates, sonorants, as well as voiceless and voiced ones. When performing such tasks, some children experience obvious difficulties in repeating sounds that differ in acoustic characteristics (voiced - deaf), while others find it difficult to repeat sounds that differ in articulatory structure.
There may be cases when the child is unable to reproduce a series of three syllables or it causes significant difficulties. Particular attention should be paid to the phenomena of perseveration, when a child cannot switch from one sound to another.
When studying phonemic perception, tasks that exclude articulation should be used so that difficulties in pronunciation do not affect the quality of its performance. In order to find out whether the child distinguishes the sound being studied among other speech sounds, he is asked to raise his hand in response to the speech therapist pronouncing a given sound. In this case, the sound under study is presented among others, both sharply different and similar in acoustic and articulatory characteristics. For example, you need to isolate the sound O from the sound series O, A, U, O, U, Y, O or the syllable SHA from the syllabic series SA, SHA, CA, CHA, SHA, SCHA.
The selection of pictures that correspond to words beginning with a given sound helps to identify difficulties in phonemic perception. For example, it is necessary to distribute pictures corresponding to words beginning with the sounds R and L, sounds S and Sh, sounds S-3, etc. For this purpose, the speech therapist selects sets of subject pictures, which are presented to the child in a shuffled form.
You should check how the child distinguishes words that are similar in sound composition, but different in meaning. (rat- roof, day- shadow, bun- squirrel). The child must discover whether the presented word forms are identical in meaning. This technique reveals pronounced deficiencies in phonemic perception. Less pronounced difficulties in distinguishing speech sounds may be found in studies of sound analysis and synthesis and the writing process.
Some ideas about the degree of development of phonemic perception are provided by observations of how a child controls his incorrect pronunciation and how much he is able to distinguish whether the word form presented to him is correct. It has been established that with underdevelopment of phonemic perception, children whose pronunciation contains sound substitutions do not notice pronunciation deficiencies in other people's speech.
As a result of examining the sound side of speech and comparing it with examination data of its other aspects, the speech therapist should have a clear idea of whether the identified defects in sound pronunciation are an independent type of speech disorder or are part of the structure of general speech underdevelopment as one of its components. The formulation of specific correction tasks depends on this.
Throughout the entire correctional education, it is necessary to take into account the state of children’s pronunciation skills, which allows us to determine the content of individual work on the formation of pronunciation, as well as to trace the patterns characteristic of various forms of speech disorders in the dynamics of the development of pronunciation skills. It is also important to take into account improvements in the consistency and tempo of pronunciation, stress, and adherence to spelling standards. These surveys should be supplemented by observations of children’s spontaneous speech in classes and in their free time, in various conditions of speech communication.
Introduction
Phonemic awareness is the most basic level of recognition of speech utterances. This means the ability to differentiate and categorically identify all phonemes of the native language. D.B. Elkonin defines phonemic perception as “hearing individual sounds in a word and the ability to analyze the sound form of words during their internal pronunciation.”
Of utmost importance for mastering the sound side of a language is phonemic hearing - the ability to auditorily perceive speech sounds (phonemes) and the ability to distinguish speech sounds in their sequence in words and sounds that are similar in sound.
Correct perception of speech sounds and the phonemic composition of a word does not occur immediately. This is the result of gradual development. At a very early stage, the child perceives words as a single, indivisible sound complex that has a certain rhythmic and melodic structure. The subsequent stage is characterized by the gradual development of the ability to distinguish phonemes that make up a word. At the same time, intensive mastery of active vocabulary and correct pronunciation of words occurs.
Phonemic perception begins to form in children from 1 to 4 years of age when they perceive the oral speech of others and when they themselves pronounce words in accordance with the perceived pattern. Pronouncing words is an important condition for isolating and generalizing the differential features of phonemes and consolidating them in memory. For the further development of phonemic perception, it is important for children to consciously and voluntarily identify individual sounds in words and compare speech sounds (at the age of 4-5 years). The mechanism of phonemic perception when mastering reading and writing is significantly restructured in the process of decomposing words into their constituent speech sounds, correlating sounds with letters and forming new sound-letter images of words.
According to D.B. Elkonin, the development of phonemic hearing in a child begins with auditory differentiation of sounds (vowels - consonants, voiced - voiceless, hard - soft), i.e. the child begins with the acoustic difference of sounds, then articulation is included.
Developed phonemic awareness is an important prerequisite for children’s successful acquisition of literacy. In turn, learning to read and write helps clarify ideas about the sound composition of a language, promotes the acquisition of skills in phonemic analysis of words, mental division into basic elements (phonemes) of various sound complexes: combinations of sounds, syllables, words.
Impaired phonemic hearing in children with ODD is often secondary in nature, since their own speech does not contribute to the formation of clear auditory perception and control. Difficulties are noted already in the perception and reproduction of simple rhythms; the reproduction of complex rhythms is, as a rule, inaccessible to them.
Insufficiency of phonemic perception is revealed when performing tasks for repeating pairs of words that are similar in articulatory-acoustic characteristics, as well as words with a complex syllabic structure and tongue twisters. Sound analysis is impaired to a lesser extent, however, even here, clear difficulties are revealed when performing tasks - to name the first or last consonant sound in words like cat- stone. A child with OHP, as a rule, singles out a syllable. Reversals (inversions) of words are noted (in the word ball first sound [r]). It is difficult to compare words by sound composition - determining the number of sounds in a word and finding the 2nd, 3rd, 4th sound.
Typical mistakes of children with ODD - omission of vowel sounds, consonants in words with a combination of sounds, reverse words when naming in order of sounds in a word dream- nose.
Significant difficulties for children with ODD are caused by tasks such as adding a sound at the beginning and middle of a word, rearranging sounds in a word, and synthesizing words from sounds and syllables.
The frequent occurrence of word reversals indicates a violation not only of phonemic perception, but also spatial disturbances that affect the correctness of task completion.
The significance of the study of phonemic perception is due to the fact that today the majority of children with OSD have a delay in speech development in the sound discrimination department, which negatively affects not only oral (impressive and expressive) but also written speech.
Diagnostics of phonemic processes
Diagnostics of phonemic processes involves identifying factors and conditions that ensure its dynamics in order to determine the optimal nature of correction of phonemic underdevelopment.
Her tasks include:
− determination of the initial state and prospects for the development of phonemic hearing, phonemic perception and phonemic representations for the development of a program of correctional work with children;
− identifying the dynamics of the development of phonemic processes in children with special needs in order to correct existing deviations;
− assessment of the effectiveness of correctional work to overcome phonetic-phonemic disorders.
Diagnostic criteria, indicators, tools
Phonemic awareness research
Assessment of the ability to distinguish features and order of sounds in a word is carried out on lexical material or by comparing individual sounds, syllables, words, phrases:
Differentiation of words that differ in one of the paired consonants
pa - ba; sa—for; then - before;
Differentiation of isolated consonant pairs p - b; f - w; s -z; k - g;
Differentiation of words - quasi-homonyms (differing in one phoneme) barrel - kidney; goat - braid; roof - rat;
Deformed phrases (hear, find and correct the error).
The owner welded the tooth.
A scythe was grazing in the meadow.
The girl was sick with soup.
The girl has a long goat.
In children with ODD, disorders of phonemic perception arise as a result of the negative influence of persistent pronunciation defects on the formation of auditory standards of phonemes. As a rule, children have impaired differentiation of one or several groups of phonemes while maintaining the ability to distinguish other (even more complex) sounds. Sometimes the same sounds are mixed in expressive speech.
Phonemic (phonetic) research
Submissions
1. Repetition of syllables with oppositional sounds (a series of two syllables is presented to children over 4 years old, and a series of three syllables to children 5 years old):
Sasha;
sha - sa;
sa—for;
for - sa;
for - zha;
zha - for;
sha - zha;
sa - sa - sha;
sa - sha - sa;
sha - sha - zha;
Zha-sha-zha.
The quality of task completion is influenced by two factors:
State of short-term auditory memory;
Differentiation of perceptual standards of phonemes that make up a series.
When it is difficult to reproduce a series of three syllables, children with OHP make mistakes in series composed of any syllables. If the phonemic proximity of syllables in a series has a stronger influence, the errors are selective.
If children's phonemic representations corresponding to certain pairs of consonants are not clearly differentiated, then when reproducing a series of syllables containing these pairs, they make persistent errors, but the remaining series are reproduced correctly.
2. Selection of pictures whose names contain a given sound or begin with a given sound: [p] - [b]; [w] - [s]; [s] - [z]; [d] - [t].
The status of phonemic awareness skills should be taken into account when assessing performance on this task. If a child does not have the skill of isolating a consonant at the beginning of a word, he may not be able to cope with this task for this reason. Therefore, it is first necessary to assess the state of phoneme analysis skills.
3. Selection of words that begin with certain sounds or contain a certain sound.
4. Listing words with a given sound:
Early in the morning Ulyana
He will go to the garden.
Early in the morning Ulyana
He'll pick some dill.
The hostess has dill
It will be used for seasoning.
This task is psychologically more difficult than the previous one, since it requires a greater degree of arbitrariness and depends on the volume of the child’s active vocabulary.
Luke - hatch.
Poppy - flour - lump.
4. Determining the number of sounds in words that the child pronounces incorrectly (defectively).
Phonemic synthesis
1. Composing a word from sounds given in the correct sequence: [d], [o], [m]; [hand].
2. Composing a word from sounds given in a broken sequence: [m], [o], [s]; [y], [w], [a], [b].
We chatted for half an afternoon.
Evaluated:
Features of violations of the syllabic structure of words;
Syllable elision (omission of consonants in contour junctions);
Paraphasia (rearrangements while maintaining the word);
Iterations, perseverations (adding sounds, syllables);
These tasks make it possible to identify real problems in the development of phonemic perception in children with ODD and direct the speech therapist’s efforts to resolve them. They are part of the design, control and regulation of the process of formation of phonemic perception in children of senior preschool age with OHP.
Diagnostic tasks
Prosodic aspect of speech
It is carried out using traditional methods based on poems and stories.
The assessment takes into account data obtained during an examination of the reproduction of loudness, pitch, intonation coloring of the voice (modulation), as well as voice timbre, tempo and dynamic organization of speech, the presence of blurred and nasal tone of speech, type of breathing, length of speech exhalation.
- voice strength - normal, loud, quiet;
- height - low voice, high, mixed, normal; timbre - a monotonous voice, the presence or absence of a nasal tint.
Mouse mother mouse
She whispered: “Naughty girl!
You make noise, rustle, chatter!
You’re disturbing mom’s sewing!”
Autumn. Autumn. Autumn.
The ash tree has dropped its leaves.
A leaf on an aspen tree
The fire is burning.
Autumn. Autumn. Autumn.
On Mount Ararat
Large grapes are growing.
Strawberry Zoya with Zina
Lured into the garden with a basket:
Earned two mouths
But the basket is empty.
4 points - isolated errors, but corrected independently;
3 points - mistakes are made, the text needs to be repeated;
2 points - part of the task is being completed, the help of a speech therapist is needed;
1 point - the task is not completed.
Sound analysis of words
1) highlight the first and last sounds in words:
stork - donkey - corner;
2) name all the sounds in the word in order:
fish - flies - cat - toads;
3) determine the number of syllables in a word:
house - hand - metro - kangaroo;
4) determine the 2nd, 3rd, 4th sound in words:
2nd sound - doctor, 3rd - mouse, 4th - mole, boat;
5) add sound in words:
thief - yard; ox - wolf; Christmas tree - heifer;
6) replace the sound in words:
juice - bough - onion; fox - linden - magnifying glass.
5 points - all tasks are completed correctly;
3 points - tasks 1, 2, 3 are completed correctly, errors are made in the rest;
2 points - only task 1 is completed correctly, the help of a speech therapist is required, the last task is not completed;
Sound synthesis
Survey words should be used infrequently to avoid semantic guesswork.
1) listen to the word pronounced in separate sounds (pause between sounds 3 s), and play it back together:
r, o, g; p, o, s, a; g, p, o, t; k, a, s, k, a;
2) listen to the word pronounced in separate sounds (pause between sounds is 5 s, during the pause a sound signal is given), and reproduce the word together:
k, l, a, n; b, y, s, s; k, y, s, t, s;
3) listen to a word with rearranged sounds or syllables, reproduce it correctly:
n, s, s - son; p, g, y, k - circle;
shad, lo, ka - horse.
5 points - all tasks are completed correctly;
4 points - isolated errors, corrected independently;
3 points - tasks 1 and 2 were completed correctly; when completing task 3, repetition of words is required (the help of a speech therapist - the name of a sound or syllable);
2 points - task 1 was completed correctly, task 2 requires the help of a speech therapist, task 3 is not completed;
1 point - tasks are not completed.
Syllabic structure of the word
The research material is subject pictures.
Instructions: look carefully at the picture and name Who or What This?
There are 13 series of tasks, which include one-, two-, three-, four- and five-syllable words with open and closed syllables and consonant sounds:
1) two-syllable words made of two open syllables: mom, uha;
2) three-four syllable words made of open syllables: panama, peonies, button;
3) monosyllabic words: poppy, forest, house;
4) two-syllable words with one closed syllable: skating rink, bag;
5) two-syllable words with a combination of consonants: pumpkin, duck, mouse;
6) two-syllable words with a closed syllable with a combination of consonants: compote, skier, lily of the valley;
7) three-, four-, five-syllable words with a closed syllable: kitten, airplane, bun, policeman;
8) three-syllable words with a combination of consonants: candy, wicket;
9) three- and four-syllable words with a combination of consonants and a closed syllable: monument, pendulum, dandelion;
10) three- and four-syllable words with two sets of consonants: rifle, carrot, frying pan;
11) monosyllabic words with a combination of consonants: whip, bridge, glue;
12) two-syllable words with two consonant clusters: button, cell;
13) four- and five-syllable words made from open syllables: cobweb, battery, ice cream.
Evaluated:
Features of violations of syllables of word structure;
Elision of syllables, deletion of consonants in conjunctions;
Paraphasia, rearrangements while maintaining the contour of the word;
Iterations, perseverations (adding sounds, syllables);
Contamination (part of one word is combined with part of another).
5 points – no errors;
4 points – one or two mistakes;
3 points – three to four mistakes;
2 points – five to six errors;
1 point - errors in almost all episodes.
Ways to correct deficiencies
Phonemic awareness
When teaching 5-6-year-old children with ODD and preparing them for school, immaturity of the lexical and grammatical means of the language, pronunciation defects and underdevelopment of phonemic perception are revealed.
The practice of speech therapy shows that correction of sound pronunciation is often brought to the fore and the importance of forming the syllabic structure of a word, the ability to hear and distinguish speech sounds (phonemes) is underestimated, and this is one of the reasons for the occurrence of dysgraphia and dyslexia in schoolchildren.
Today our children live in a world of “talking technology” and are gradually learning to remain silent, while speech games and exercises give way to the computer. Perhaps it would not be a mistake to say that modern children know a lot, but their perception and imagination are less productive.
By nature, children are very inquisitive; they want to know a lot and understand a lot, but, unfortunately, they often take their studies lightly. For children to “enter” education, a system of correctional and developmental games and exercises is needed, aimed both at identifying children’s weak links in the development of phonemic perception, and at their leveling (correction) (Appendix 1).
Trying to organize the education and development of children with special needs in the form of the most attractive, and most importantly the main activity for them - games, adults need to treat game-based learning as entertainment, imbued with the spirit of the game. After all, teaching and learning can be fun. But in order for this plan to be realized, it is necessary to teach preschoolers with speech impairments to remember well and quickly, to reflect on the sound, semantic and grammatical content of a word, to teach them to distinguish phonemes (speech sounds) by ear, to isolate them from a word, and to compare them with each other. And this is the main condition for the successful teaching of reading and writing to preschoolers with SEN.
In his book “Teaching Six-Year-Olds to Read and Write” D.B. Elkonin writes about the first period of reading propaedeutics and suggests starting training with the topic “Syllable-stress structure of a word” to prepare children for a new linguistic orientation to the form of the word. Syllable stress patterns of words are much easier to construct than sound patterns. Working with them, the guys master primary modeling skills. To make classes dynamic and fun, you should use poems, counting rhymes, and funny games with reversal of stress.
One of the central principles of the method is a fairly long (20-25 lessons) stage of sound analysis, which precedes the stage of introducing letters. The relatively long pre-letter stage of sound analysis makes it possible to solve another, perhaps the most difficult problem - initial learning to read. During this period, future reading of closed syllables and syllables with consonant clusters is prepared. Each stage of sound analysis must be accompanied by a continuous, drawn-out reading of the sound pattern.
During the alphabet period, to teach children to read according to D.B. Elkonin, it is advisable to enter vowel letters in pairs: a - z, o - e, u - yu, s - i, e - e. This method has two advantages:
- reading the first syllables, children master the general way of reading any syllables, learn to focus on the vowel letter following the consonant;
- model the relationship between consonants and vowels.
During this period (the period of reading propaedeutics), a technique is appropriate: the letter gives the command:
a, o, y, y, e - read firmly;
I, ё, yu, е, и - read softly.
Later, when introduced to consonants, it sounds like "two works of a consonant letter."
The methodology is good and interesting because it helps children learn. For nurturing children's independence of thinking, learning situations where there are no ready-made methods of action are extremely valuable; children do not copy the speech therapist, but look for their own ways of working. Very interesting "trap" tasks which teach children to independently, rather than imitate, answer a question. (The speech therapist asks and himself offers the wrong answer.)
Games that are used in literacy classes bring additional motivation to academic work and add a joyful, emotional tone to monotonous training. At each lesson, children are offered a game, as a result of which they form new concepts, rebuild their idea of a word, and set up an imaginary game situation (a land of living words, a sound forest, a sound construction site).
Used in games conventional characters, which personify the introduced concepts. After all, Dunno and Buratino cannot personify the content of linguistic concepts. But TIM and TOM perfectly embody the distinction between softness and hardness of consonants (and do nothing else), the bell KOLYA tells children about voiced and voiceless consonants, the only purpose of AMU is to hunt for consonants. The meaning of life for ZVUKOVICHKOV is to take care of sounds, to build sound houses for words.
THE LORD OF SYLLABLES is responsible for constructing syllable stress patterns of words.
Medals are used as encouragement - a master of syllables;
Master of words;
Vowel connoisseur... etc.;
Consonant connoisseur.
At preschool age, figurative forms of cognition develop most intensively: visual and auditory perception, figurative memory, visual-figurative thinking, imagination. It is during this period that the second signaling system takes shape - speech. It is very important for a speech therapist to achieve interaction between the first and second signaling systems: image and word. The word should evoke a bright, multifaceted image, and the image, in turn, should find expression in the word.
Many of the games offered in literacy classes require visual and verbal material(riddles, poems, works of folklore, excerpts from fairy tales, fables) (Appendix 2). Literary texts create a playful situation, arousing interest and emotional response in children, and activating their past experience.
Visual and auditory clarity appears in unity. After all, in order for the clarity, imagery and colorfulness of the material to influence primarily their emotional sphere, they need a bright and accessible game that gives them pleasure, and any positive emotion, as is known, increases the tone of the cerebral cortex and improves cognitive activity.
Games with words:
Tailhead;
The syllables fell apart;
Encryptions (encrypted proverbs and sayings);
Proverbs in the style of "rebus";
Compose words from letters: different colors, sizes, fonts;
Complete the puzzle, read the word;
Where is the syllable? who has the floor?;
Find the word hidden in the pictures.
Reading in a difficult situation:
Find a way to read (using colored arrows, top to bottom, round diagrams);
Isographers;
Deformed texts.
Crosswords
Brightly, colorfully designed crossword puzzles activate attention, develop memory, thinking, independence, initiative, and arouse interest in the activity.
Types of crosswords:
For a given sound and letter;
Crossword puzzles - “riddles”;
- "Seasons";
Crosswords are “jokes”.
Games for the prevention and correction of optical dysgraphia and dyslexia
Find the same ones on the left:
Combination of letters;
Geometric figure.
At the same time, these games help to update the vocabulary, form generalizing concepts, and implement grammatical formatting of phrases.
Games that allow you to significantly expand the possibilities of working on sound-syllable analysis and understanding its most complex aspects, using sound and game motivation:
Let's speak in tongues (crow, goose);
Mysterious circle;
Who is this sound house for?;
Magic circle;
Fun Train;
Sound shooting gallery;
Sound construction.
Class notes
Differentiation of sounds [s] - [z], [s"] - [z ’ ]
* Develop phonemic awareness.
* Teach sound-letter analysis and synthesis of words.
* Strengthen the skill of syllable reading.
* Activate the vocabulary on the topic “Winter”.
* Teach word formation.
* Develop memory, attention, abstract thinking.
EQUIPMENT
Posters with tasks; portraits of children; isographers; puzzles; encrypted words; puzzles; surprise; snowflakes with wishes.
Organizing time
Speech therapist. Today Sam and Lizzie came to our lesson from distant and very warm Australia. They speak Russian very poorly and know nothing about Russian winter and snow. Let's tell them everything we know and reveal some of the secrets of literacy.
A picture of a boy and a girl is displayed.
Sound warm-up
Speech therapist. Name the first and last sound in the word JUICE - FOREST - CHEESE - NOSE - UMBRELLA - ELK - SOUND - TABLE - HALL.
I will characterize the consonant sound, and you name it:
Consonant, voiced, hard?
Consonant, voiceless, soft?
Consonant, voiced, soft?
Consonant, voiceless, hard?
Game "Sound Shooting Range"
4 arrows: red, [s"]blue, [z"]green, pink arrows fly into picture words: dog, snake, umbrella, goose, bowl, basket, tit, cabbage, corn .
Game "Letters Lost"
It is unknown how it happened
Only the letter got lost.
Dropped into someone's house
And he rules it.
As soon as the mischievous letter entered there,
Very strange things started to happen...
The hunter shouted: “Oh, the doors are chasing me!”
The boiler gored me, I am very angry with him.
They say that a fisherman caught a shoe in the river.
But then he got hooked on the house.
Painters paint the rat in front of the children.
A. Shibaev
Reading the letters C and 3
Words scattered (reading words by arrows and explaining their meaning)
Encryption
The bag turned out to be magical, and there was encryption in it. What words are in the note?
1. Winter - braid - goat - mask.
2. What is the difference between the words: KoSa - KoZa?
Dynamic pause
Every day in the morning
Let's do exercises.
We really like it
Do it in order:
It's fun to walk: one-two-one-two.
Raise your hands: one-two-one-two.
Squat and stand up: one-two-one-two.
Jump and gallop: one-two-one-two.
Russian language lesson
Speech therapist. Sam and Lizzie wrote words using the letters of the Russian alphabet, did they get everything right?
| SAM | LIZY |
| PAIN OF GOOSH RUBBER MAGZIN KENRUGU | PAIN GOOSE RESIKA KANGAROO STORE |
Word formation. Game "Give me a word"
Speech therapist. Lizzie and Sam really enjoyed our Russian winter and the snow. They have learned to pronounce these words, but they have no idea how many new words can be formed from the word snow. Shall we help them?
Quiet, quiet, like in a dream
Falls to the ground... SNOW.
All the fluffs are sliding from the sky -
Silver... SNOWFLAKES.
Spinning over your head
Carousel... SNOW.
To the villages, to the meadow
A little white... SNOWBALL is falling.
The land is white, clean, tender
Made the bed... SNOWY.
Here's some fun for the guys
More and more... SNOWFALL.
Everyone is running in a race
Everyone wants to play... SNOWBALLS.
Snowball on snowball
Everything is decorated with... SNOWBALL.
Like wearing a white down jacket
Dressed up... SNOWMAN.
Nearby there is a snow figure
This girl... SNOWGIRL.
Look in the snow,
With a red breast... BUFFIN.
Like in a fairy tale, like in a dream,
The whole earth was decorated with... SNOW.
Work in notebooks
Speech therapist. Let's teach Lizzie and Sam to work in notebooks
Guess the riddle:
I dusted the paths, decorated the windows, gave joy to the children and took them for a ride on a sled.
Finish the track on the sound construction site;
Build a sound house;
Color the rooms for sounds;
Write the word in letters.
Result "Surprise"(What word is hidden in the accordion?)
Boys write the word SNOW on snowflakes, girls write WINTER and give snowflakes to Sam and Lizzy.
Organizing time
Speech therapist. My friends, today I suggest you go to a fairy tale for knowledge. The fact is that the inhabitants of this fairy tale are in trouble and they need help. But to get into a fairy tale, we need a book, and there are two of them: good and evil! Which one do you choose?
(Selecting the correct syllabic stress pattern for the word BOOK.)
Game "Road to the Castle"
So, we open a good and magical book, in front of us is the road to the castle, but it is enchanted, let’s break the spell:
Let's divide the word ROAD into syllables;
Let's determine the stressed syllable;
Let's write down the syllabic stress pattern of the word.
But horses are racing along the road and only their tracks are visible. If the sound pattern of the word HORSES is correct, then a good and brave knight galloped, and if with errors, then an evil and treacherous one. Which one would you like to meet?
Where is the sound diagram of the word KONI?*
Let's turn the page, ahead is a knight on a white horse, say his name, collecting it from the first sounds of word-pictures: shirt, vegetables, lamp, apricot, knives. (Roland.)
But where he jumps, this is stated on the next page of the book.
Castle drawing
There is a castle on the mountain.
So Roland is galloping to the castle.
To get closer to the enchanted mountain and find out who lives in this castle, you need to line up the letters by height (from smallest to largest) and find out his name.
Say in chorus the name of the evil and treacherous wizard (MERLIN).
Finding the right things
To defeat the cunning and evil Merlin, the knight needs two very important things, but Merlin enchanted their names:
a) the word is hidden in the pictures (using the first sounds in the names of the pictures, make up the word - BLADE).
b) CREAM - magical, it will protect Roland from wounds (the letters scattered).
The knight armed himself, smeared himself with protective cream and approached the castle gates, when suddenly people reached out to him from behind the door... (reading the words in a complicated situation):
A) 
b)
Game "Compare Pictures"
The gate is clear. But bad luck - the knight’s path was blocked by two disgusting old frogs who said that they were twins and you couldn’t tell them apart. We need to find 9 differences:
Baba Yaga on the right has a polka dot scarf;
Baba Yaga on the left has a checkered scarf, etc.
Dynamic pause
Speech therapist. The old frogs have killed us, let's rest.
And now everything is in order
They started charging together.
Arms to the sides - bent,
Raised up - waved
They hid them behind their backs,
Looked back:
Over the right shoulder
Through the left one more. \
Everyone sat down together.
Heels touched
We stood up on our toes,
We lowered the handles down.
Game “Unspell the Princess”
Roland entered the castle, and in front of him was a huge hall with a FIREPLACE (read the word on the poster with a picture of a fireplace).
Roland bent down to light the fire, and a terrible and huge snake crawled out from behind the fireplace. The knight wanted to cut her with a blade, but she suddenly spoke in a human voice: “Don’t kill me, Roland. It was the evil Merlin who turned me from a princess into a snake and said that the one who would return the crown to me would disenchant me, and he hid it in three words.
| BELL | KO |
| PASTA | RO |
| MOON | ON |
As soon as Roland touched the crown, a terrible thunder sounded and stones flew. To avoid any misfortune, you need to find these words in this square:
Merlin’s castle collapsed and a beautiful princess came out to Roland: “Thank you, valiant knight! “I beg you to restore my good name, otherwise I will die by evening.”
Her name has five sounds and five letters:
It begins and ends with the fourth sound and letter of your name - A;
The second letter of your name is in the third place of your name - L;
The fourth letter of your name is at the end of your name - N;
The last vowel must be taken in the word THREE - I:
The princess's name is ALINA.
Work in notebooks
Speech therapist. To prevent the name from falling apart again, you need to secure it in your notebooks:
Write down the syllabic stress pattern;
Build a sound house;
Color the rooms;
Write the words with the letters ALINA;
Lesson summary
Speech therapist. Try in the evening to remember everything that happened to you in the fairy tale, and tell it to mom and dad.
Princess Alina thanks you and the noble knight Roland for her salvation.
Lesson-fairy tale “The Thieving Magpie”
* Form a sound-letter analysis of words.
* Clarify ideas about the syllable.
* Improve your skills in reading words with consonant clusters.
* Form adequate self-esteem.
EQUIPMENT
Illustration posters; notebooks; colour pencils; pens.
Speech therapist. My friends! Today we again go to a fairy tale called?
MAGIE THIEF
With a picture;
With a syllable.
Once upon a time there lived a magpie who loved everything shiny. She flies and sees... GOLD (the word is laid out on the board). The cunning magpie stole one letter, and the gold instantly turned into... SWAMP.
Which letter did the magpie steal? 3.
Which one did you put instead? h? B.
Sound analysis of words
Speech therapist. To prevent her from dragging you and me into the swamp, she must be defeated. Find a sound house for the word KIKIMORA.
Search for syllables
The crown was found, we need to find the BEADS, and the magpie tore the word BEADS into syllables (divide the words into the syllables BOO-SY, lay them out from the letters of the split alphabet) and scattered them into different words.
Write the syllables in strings of beads;
Please note that the word CHEESE - SON contains the necessary letters, but they are not separated into a separate syllable and cannot be taken.
Reading tongue twisters
CROWN and BEADS found. But Soroka managed to drag the BRACELET into her dungeon, where she takes all her stolen treasures.
Get up, let's go to the dungeon. Are the doors closed? They will open to those who managed to read the spell written on the doors.
Repeat 2-3 times at different tempos, accompanying the clap.
Work in notebooks
Tasks:
Color the sound rooms;
- write the word in letters;
Game "Yes - no"
Speech therapist. My friends! The victory of TRUTH will be final if you, her friends and helpers, truthfully answer all her questions with the words Yes and No, but honestly!
Write down the answer (YES or NO);
Am I really a fast reader?
Really, I know all the letters?
Do I really always tell the truth?
Lesson summary
Speech therapist. Each of you has two chips:
1 - with a picture - come up with a sentence containing three words;
The methodology for examining writing, phonemic perception, analysis and synthesis is carried out taking into account the methods widely used in speech therapy, presented in the works of L.N. Efimenkova, R.I. Lalaeva, G.V. Babina, N.A. Grasse, I.N. Sadovnikova, O.A. Tokareva.The methodology for examining writing, phonemic perception, analysis and synthesis includes4 series of tasks:
Series I. Examination of the letter.
The writing examination technique includes3 types of tasks.
Exercise 1 . Writing from dictation (auditory dictations).
The texts of auditory dictations meet the program requirements. The texts are taken from a collection of dictations in the Russian language of the corresponding class. For 2nd grade, 2 texts of varying difficulty have been specially selected. The number of words in dictations corresponds to the permissible volume: 30-35 words. Sentences consist of words with different sound and syllabic structures.
2nd grade
In winter.
There are blizzards. The frost is crackling. The forest is sleepy. The clearings were covered with fluffy snow. The stumps put on snow caps. There is a fox hole at the roots of a pine tree. A bear lay in a hole under a spruce tree. Forester Ivan Grigorievich puts hay in the feeder for the animals.
Winter has come.
Autumn has passed. The leaves fell off the trees. The grass is dry. The ground began to freeze at night. The puddles were covered with ice. There is silence all around. The first snowflakes swirled in the air. The boys happily ran into the yard. The children were glad that winter was coming.
Task 2 . Copying from printed text .
Copying, as the simplest type of writing, is most accessible to children suffering from dysgraphia. Its value lies in the ability to coordinate the pace of reading recorded material, pronouncing it and writing it with the individual capabilities of children.
By the river.
The village of Sosnovka is located on a hill. The Vyazma River flows under the mountain. The right bank of the Vyazma is steep. The guys walked down the path to the beach. Water lilies on long stems float near the shore. Near an old birch tree a spring gushes out of the ground. The girls drink cool water from the spring. The boys dive into the water.
Task 3. Copying from handwritten text .
The text includes words with different syllabic and sound structures, and is evenly rich in both phonemes that are close to each other and graphemes that are similar in style, as well as orthograms.
Text to copy (from handwritten text ).
Birds.
December has arrived. Fluffy snow fell. He covered the entire earth with a white carpet. The river froze. The birds are hungry. They are looking for food. Children put bread and grains in the feeder. In summer, crops need protection. Birds will save the harvest.
Series II. Phonemic Awareness Test
The methodology for examining phonemic perception includes a series of tasks for auditory differentiation of speech sounds by opposition:
1. sonority - deafness
B - P
Procedure for presenting the task: Listen to the syllables (words, sentences). If you hear me say the sound “b”, clap your hands.
Speech material:
a) Syllable series: pa, ba, bo, po, py, you, you, pu, bu, su, blah, pla, plu, blu, blo.
b) Rows of words: kidney, beam, stick, barrel, arable land, fight, tower, port, brother, brooch, sing, board, stove, paper.
c) Suggestions: Borya will draw mushrooms and a peacock. Polina has drumsticks. Dad buys a coat and trousers.
Z - N
Speech material:
a) Syllable series: for, sa. you, sy, we, zy, su, zu, ku, so, slu, evil, layer, sli, angry, ska, evil, sleep.
b) Rows of words: juice, umbrella, soup, tooth, sleep, glass, cod, T-shirt, bunny, covenants, coins, advice, layer, evil, bunny, sink, jay, nightingale, villain.
c) Sentences: Slava and Zakhar were in the forest. A bunny was sleeping under a bush. Here are the bunny's tracks. An angry dog lies by the fence. The bear is hibernating.
D - T
Procedure for presenting the task: Listen to the syllables (words, sentences). If you hear me say the “t” sound, clap your hands.
Speech material:
a) Syllable series: ta, yes, po, do, then, you, tu, du, ly, dy, te, dra. bra, tra.
b) Rows of words: grass, firewood, Moscow, board, melancholy, dot, kidney, daughter, dacha, pitching, wheelbarrow.
c) Sentences: Firewood is chopped with an axe. Dasha bought slippers. Danya and Tolya tease Trezor.
There is a car on the path, at the end of the path there is a dacha.
W - F
Procedure for presenting the task: Listen to the syllables (words, sentences). If you hear me say the “w” sound, clap your hands.
Speech material:
a) Syllable rows: sha, zha, zhu, shu, sho, then, jo, zhda, shtu, kru, zhu, went, zhni.
b) Rows of words: ball, gift, heat, shawl, pity, salt, creepy, duck, joke.
c) Sentences: There is heat from the fire, there is a ball above the fire. . Sasha is at the stove, and there is soot in the stove. Little Lusha and big
hardness - softness
L - L
Procedure for presenting the task: Listen to the syllables (words, sentences). If you hear me say the sound “l”, clap your hands.
Speech material:
a) Syllable series: li, la, ly, we, ti, le, well, lu, lyu, lo, le, ma, la.
b) Rows of words: Lada, Lida, forester, flippers, bow, hatch, chandelier, elk, fox cubs, swallow, bream, leaf.
c) Sentences: The hatch is ajar, and there is an onion in the basket. Lida and Lada eat raspberries. Luda came to Lena. There are pebbles on the road, and on the pebbles there are pebbles. There is aground on the river, and there is chalk in the classroom.
P - Pb
Procedure for presenting the task: Listen to the syllables (words, sentences). If you hear me say the sound “ry”, clap your hands.
Speech material:
a) Syllable series: ra, ma, ryu, kyu, re, re, ka, rya, ri, rya, lo, ro, ryo, ry.
b) Rows of words: fish, mud, stream, cranberry, guys, rowan, work, row, rice, glad, hand, backpack, plane, drawing, reason.
c) Suggestions: Raya and Rita decided to do their homework. A birch tree grew in the field. The October kids are friendly guys: they read and draw, play and sing, and live happily.
Black polecat Huge circle
And a children's choir. And an iron hook.
Z - ZZ
Procedure for presenting the task: Listen to the syllables (words, sentences). If you hear me say the “z” sound, clap your hands.
Speech material:
a) Syllable series: zo, so, ze, ko, le, zyu, zu, ze, zya, for, ra, zy, we, zi, for.
b) Rows of words: umbrella, finch, work, care, ringing, greens, curtain, sow, star, green, plasticine, winter, fun.
c) Sentences: Zoya and Zina were at the zoo. There they saw many different animals: bison, striped zebra, funny monkeys. Zebras stood at the fence. The monkeys climbed the tree.
sibilants - sibilants, affricates
Ch - Sh
Procedure for presenting the task: Listen to the syllables (words, sentences). If you hear me say the sound “sh”, clap your hands.
Speech material:
a) Syllable rows: cha, sha, schu, chu, cabbage soup, bi, che, sche, sha, pa, scho, then, to. b) Rows of words: brush, clearly, shuttle, cabbage soup, fork, bangs, sink, lye, sliver, branch, cheeks, charms, reading, sorrel.
c) Suggestions: There are bangs on the head Night caps
And there is a crack in the fence. Large tongs.
Learn to defend your homeland. Letters are dropped into the mailbox. Birds were chirping in the forest. Very tasty smoked bream.
C - C
Procedure for presenting the task: Listen to the syllables (words, sentences). If you hear me say the “ch” sound, clap your hands.
Speech material:
a) Syllable series: cha, cho, ko, tsa, chu, mu, tso, we, tsy, chi, tse, che, tsy.
b) Rows of words: heron, feeling, bangs, cot, light, color, chock, candied fruits, lights, stockings, clean, scratch, honor.
c) Suggestions: In the spring, rooks and starlings are the first to arrive. All day long the bees fly from flower to flower.
We are at our porch, watering them with water.
Trees were planted. Clean, fresh, key.
In summer the sun bakes all day long.
S - W
Procedure for presenting the task: Listen to the syllables (words, sentences). If you hear me say the “s” sound, clap your hands.
Speech material:
a) Syllable rows: sa, sha, su, ma, shi, you, sho, she, sla, went, went, sly, klu, ska, shka, shpu, slyo.
b) Rows of words: juice, T-shirt, gang, cod, shock, sleigh, shawls, hill, noise, darn, whines, jokes, day.
c) Sentences: Cones on the pine tree, checkers on the table.
There is a roof on the house. There is a bear in the den. An iron helmet.
There is a rat on the roof. There is a bowl in the kitchen. And semolina porridge.
Ш - Ш
Procedure for presenting the task: Listen to the syllables (words, sentences). If you hear me say the “sh” sound, clap your hands.
Speech material:
a) Syllable rows: sha, sha, sche, she, shu, schu, zu, scho, shpi, cabbage soup, shpa.
b) Rows of words: sew, be, sliver, pike, thing, rag, crack, hairpin, sleepers, cheeks, school, rosehip.
c) Sentences: My puppy’s name is Sharik.
Beautiful bowl Potted ivy
And the forest thicket. There is plush on the bear.
Cones and chips fly in different directions.
Series III. Phoneme analysis survey.
The survey methodology provides for a complete phonemic analysis.
The student is offered words of different sound and syllabic structures. After listening to the word, the student must answer questions according to the following scheme:
How many sounds are in a word?
What's the first sound?
What's the last sound?
What sound comes before the sound......?
What sound comes after the sound………?
What sound is between the sounds?
Speech material:
1) one-syllable words:
a) without consonant clusters such as: juice, moss, bull, ball, soup, beetle, tank, tom;
b) with a combination of consonants like: knock, march, grandson, gloss, bush,
thunder, kvass, elephant;
2) two-syllable words without consonant clusters like :
a) notes, foam, roses, hand, linden, flour;
b) sail, bouquet, skating rink, stocking, needle, fireworks;
3) three-syllable words without consonant clusters like:
a) care, rocket, paper, tit, street, rowan, raspberry;
b) tomato, hammer, fly agaric, nightingale, steamer;
4) two-three syllable words with one set of consonants
type:
a) book, football, cardboard, compote, grass, crust, bell, apron, stamp.
b) cranes, nature, crocodile, collar, stool, stripe, daisies;
c) thimble, briefcase, in great demand, printing house, page;
5) words of a complex syllabic composition such as : cyclist, policeman, train, duty, collective farmers, ridicule, bush, patter;
words of complex syllabic and morphemic composition: window sill, border guards, settled down, duvet cover, teased, got brave, hint.
Series IV. Examination of phonemic analysis through synthesis or phonemic synthesis through analysis.
Procedure for submitting a task:
1) Name it last consonant sound in words (the phonetic and articulatory characteristics of the highlighted sound and the characteristics of the preceding sound are taken into account).
Speech material:
a) table, poppy, wardrobe, ball, laziness, salt, tulle, lynx;
b) bouquet, fisherman, bite, seal, finger, pencil;
c) bridge, bank, march, squeak;
2) Name it stressed vowel sound in words (taking into account the characteristics of the distinguished vowel sound and the features of its environment):
Speech material:
a) aster, wasps, stork, Ulya;
b) bough, house, umbrella, world, cheese, smoke;
c) fly, rose, porridge, soap, storm, linden;
d) stocking, movie, leg, fist, owl, fog;
3) Name it first consonant in words (acoustic and articulatory characteristics of the highlighted sound and its environment are taken into account):
Speech material :
a) catfish, knife, umbrella, ball, bull, tom;
b) notes, boots, skis, fur coat, cotton wool, date;
c) grandson, gnome, mushroom, cloak, ladder, ringing;
Name it a word spoken together with pauses after each sound :
Speech material:
a) d-o-m, h-a-s, l-u-k, p-y-l-b, t-m-a;
b) l-u-z-a, r-y-b-a, n-o-g-i, b-a-s-n-ya, t-u-ch-a:
c) z-v-u-k, p-a-r-k, c-v-e-t, s-t-u-l;
d) f-u-t-b-o-l, g-v-o-z –d –i, a-l-f-a-v-i-t, p-l-o-sh-a- d-i, t-a-n-k-i-s-t;
Identify the first sounds in words and make a word from these sounds.
Speech material:
mouse, aster, skating rink = poppy,
bun, harp, notes, tank = bow;
lynx, duck, cat, arch = hand;
catfish, arch, choir, aster, fish = sugar;
poppy, harp, fur coat, game, notes, watermelon = car).
According to modern ideas about the structure of the defect, preschoolers with FFDD typically have a combination of impairments in pronunciation and perception of phonemes in their native language. A distinctive feature is the incompleteness of the process of formation of pronunciation and perception of sounds that differ in subtle articulatory or acoustic features. At the same time, since speech development is interconnected with such mental processes as memory, attention, perception of various modalities, thinking, children have a wide range of individual differences that characterize the level of both speech and psychophysical development, which should be taken into account in the implementation of correctional developmental work.
When compiling a diagnostic complex for studying phonemic perception in children, methods developed by Volkova L.S., Golubeva G.G., Konovalenko V.V., Konovalenko V.S., Volkova G.A., Dyakova N.I., Methods for diagnosing the speech of children 6-7 years old T.S. Komarova and O.A. Solomennikova. The diagnostic package includes the following tasks.
Iblock
1. Reflective reproduction of rows of syllables and words.
1) Instructions: listen carefully and repeat after me.
If the child pronounces sounds defectively in the proposed tests, the discrimination of phonemes at the non-verbal level is examined (clap your hands, raise your hand, etc.).
DA-DA-DA, DA-DA-DA
GA-KA-GA, KA-GA-KA
BA-BA-BA, PA-BA-BA
KA-HA-KA, HA-KA-HA
SA-ZA-SA, ZA-SA-ZA
SHA-SHA-SA, SHA-SA-SHA
ZHA-SHA-ZHA, SHA-ZHA-SHA
CHA-CHA-CHA, CHA-CHA-CHA
SHA-SHA-SHA, SHA-SHA-SHA
RA-LA-RA, LA-RA-LA
WA-FA-WA, FA-WA-FA
2) Instructions: listen carefully and repeat after me.
CAT-YEAR-CAT
TOM-HOUSE-TOM
KIDNEY-BARREL-KIDNEY
SLIPPERS-SHOES-SLIPPERS
Criteria for evaluation:
5 points—all tasks are accurately reproduced;
4 points—there are isolated cases of erroneous reproduction;
3 points—the task is performed at a slow pace, in most tasks the rows are reproduced inaccurately, but the pairs are reproduced accurately;
2 points—most tasks are completed only after repeated pronunciations, and most often the rows are reproduced incorrectly, sometimes syllabic (word) pairs are reproduced incorrectly;
IIblock
2. Differentiation of sounds in the pronunciation of words.
1) Instructions: repeat the pairs of words.
ROOF—RAT
ERY—ROSES
BANGS-CHIFF
HERON—SABER
HELMET-ROCKING
BANG-CHIT
PEBBLE-NUT
PEBBLE—PEBBLE
CANCER—LAC
BRAND—SHIRT
MORYAK—LIGHTHOUSE
KIDNEY—BARREL
DAUGHTER—POT
BONES—GUESTS
MOUSE—BEAR
SPIT—GOAT
2) Instructions: repeat the sentence after me.
BIG BROTHER WAS TOLD A SCARY TALE.
AN OLD WOMAN DRYED A FLUFFY FUR COAT.
THE RIVER FLOWS, AND THE OVEN STOVES.
JULIA DROPPED A PORCELAIN SAUCER.
A SEAGULL IS DIFFERENT FROM A HERON.
SONYA HAS A SEVEN-FLOWER FLOWER.
IT'S CREEPY FOR A BUG TO LIVE ON A BITCH.
THERE WERE MICE IN THE HOUSE.
Criteria for evaluation:
4 points—there are isolated errors that are corrected independently (at a slightly slower pace);
3 points—tasks are completed at a slow pace, there are many mistakes;
2 points—tasks are completed with errors, most tasks are inaccessible;
1 point—inadequate answers, refusal to complete.
3. Discrimination by ear of oppositional phonemes based on words and sentences.
1) Instructions: if I name the picture correctly, clap your hands; if I name it incorrectly, don’t clap.
Pictures: sled, hat, old lady, chick.
SHANKY-FUNKY-SHANKY-SUNKY-TANKY
Chick-chick-chick-chick
FTARUFKA-STARUSHKA-STALUSKA-OLD LADY-STUSKA
SLAP-SHYAP-FLAT-HAT-HAT
2) Instructions: repeat the sentences after me.
SASHA WALKED ON THE HIGHWAY AND SUCKED A DRYER.
THE BARBARIAN WAS GUARDING THE CHICKENS, AND THE CROW STEALED.
WE DID NOT TAKE FANYA TO THE BATH, WE BOT FANYA IN THE BATH.
Criteria for evaluation:
5 points—all tasks are completed correctly;
4 points—some of the tasks are completed with an error, but it is corrected independently;
3 points—errors are corrected after replay;
2 points—some of the tasks are inaccessible and require repeated playback when completed;
1 point—tasks are not completed.
IIIblock
4. Sound analysis of words.
1) highlight the first and last sounds in words:
STORK—DONKLE—CORNER;
2) name all the sounds in the word in order:
FISH—FLIES—CAT—TOADS;
3) determine the number of syllables in a word:
HOUSE—ARM—METRO—KANGAROO;
4) determine the 2nd, 3rd, 4th sound in words:
2-DOCTOR, 3-MOUSE, 4-MOLE, BOAT;
5) add sound in words:
THIEF - YARD, WOLF - WOLF, YOLKA - HEIFER;
6) replace the sound in words:
JUICE-SUK-BOW, FOX-LIPA-LUPA.
Criteria for evaluation:
3 points—tasks 1, 2, 3 are completed correctly, errors are made in the rest;
2 points—only task 1 is completed correctly, the help of a speech therapist is required, the last task is not completed;
1 point—tasks are not completed.
5. Sound synthesis of words.
Survey words should be used infrequently to avoid semantic guesswork.
1) listen to the word pronounced in separate sounds (pause between sounds 3c), and reproduce it together:
HORN; R-O-S-A, G-R-O-T, K-A-S-K-A;
2) listen to the word pronounced in separate sounds (pause between sounds is 5 s, during the pause a sound signal is given), and play it back together:
K-L-A-N, B-U-S-Y, K-U-S-T-Y;
3) listen to a word with rearranged sounds or syllables, reproduce it correctly:
N-S-Y—SON, R-G-U-K—CIRCLE, SHAD-LO-KA—HORSE.
Criteria for evaluation:
5 points—all tasks are completed correctly;
4 points—single errors, corrected independently;
3 points—tasks 1 and 2 were completed correctly; when completing task 3, repetition of words is required (help from a speech therapist—name of a sound or syllable);
2 points—task 1 was completed correctly, task 2 requires the help of a speech therapist, task 3 is not completed;
1 point—tasks are not completed.
The maximum number of points awarded for the successful completion of all tests of the method is 25. If we take this figure as 100%, then, by analogy with the assessment of the success of completing tasks, we can calculate the percentage of success in completing certain speech tests or all tasks of the method and correlate it with one of five levels:
Level 5 (very high)—100% (25 points)
Level 4 (high)—80-97% (20-24 points)
Level 3 (intermediate)—40%-79% (10-20 points)
Level 2 (low)—13%-39% (4-10 points)
Level 1 (very low)—12% (3 points)
The following brief description of these levels of development of phonemic perception can be given:
Level 5—development of phonemic perception above normal;
Level 4—normal development of phonemic perception;
Level 3—the development of phonemic awareness is slightly below normal;
Levels 2 and 1 indicate systemic speech pathology, where there is immaturity of phonemic processes.
By adding up the scores for all the listed indicators, you can get the required values and compare them with the maximum score and with each other. This information should be taken into account when developing a corrective intervention strategy. In a qualitative analysis of the results of performing a speech technique, the most impaired aspects of phonemic perception are identified and the relationship between speech disorders and deviations from various aspects of cognitive activity is analyzed.
Literature
1. Vinarskaya E.N. Age phonetics / E.N. Vinarskaya. - M.: AST,
2005.
2. Volkova G.A. Methodology for examining speech disorders in children / G.A. Volkova.- M: “Saima”, 1993.
3. Golubeva G.G. Correction of phonetic speech disorders in preschool children / G.G. Golubeva.- St. Petersburg: RGPU im. A.I. Herzen, 2000.
4. Dyakova N.I. Diagnostics and correction of phonemic perception in older preschoolers / N.I. Dyakova. - M.: Sfera, 2010.
5. Konovalenko V.V. Express examination of phonemic hearing and readiness for sound analysis in preschool children. / V.V. Konovalenko, S.V. Konovalenko // Manual for speech therapists. - M.: Gnom i D`, 2001.
6. Lalaeva R.I. Diagnosis and correction of reading and writing disorders in primary schoolchildren / R.I. Lalaeva, L.V. Venediktova. - S-P.: “Union”, 2001.
7. Lalaeva R.I. Formation of correct speech in preschool children / R.I. Lalaeva. - Rostov-on-Don: Phoenix, 2005.
8. Methods for examining children's speech: A manual for diagnosing speech disorders / Ed. ed. G.V. Chirkina. - M.: Arkti, 2003.
9. Orfinskaya V.K. On the education of phonemic concepts in primary school age / V.K. Orfinskaya // Uch. notes from Leningrad State Pedagogical Institute named after. Herzen, 1946.
10. Filicheva T.B. Children with phonetic-phonemic disorders / T.B. Filicheva, T.V. Tumanova. - M.: “Gnome and D”, 2000.
11. Cheveleva N.A. Techniques for the development of phonemic perception in preschoolers with speech impairments / N.A. Cheveleva // Defectology, 1986.- No. 3.
