The distinction of sounds by ear and the repetition of syllables with oppositional sounds are examined, for example: sasha, sha-sha-sa(provided that the sounds With And w pronounced outside of speech by a child), cha-cha, cha-cha-cha, cha-cha, su-ey etc. The children's answers are recorded.

Using object pictures, the child must select words that begin with a certain sound. So, for example, when selecting words starting with the sound With, the child is given pictures showing a sleigh, a bag, boots, an airplane, a hat, pine cones, a scarf, a fur coat, a teapot, stockings, a cup, a suitcase, a heron; flowers, chicken, bunny, teeth, castle, umbrella (all pictures are pre-mixed). The child names the pictures himself and puts aside those whose names begin with a sound. With. After the child has laid out all the pictures, the speech therapist writes down the results, for example: “Pa sound With the following pictures were selected: sleigh, cone, chicken, bag” and so on. This task is given only to those children who are able to select words that begin with a certain sound.

In the same sequence, as shown in the example of examining whistling and hissing sounds, other groups of sounds are examined.

The next group is sonors r, r", l, l", m, m", n, n" and sound yot. Sounds n, n, m And m" are rarely subject to distortion, excluding interdental pronunciation of sounds n and n, This is what you need to pay attention to. In addition, it is necessary to check whether the sounds n and m and is it soft enough - sounds n" And m". For this purpose, as already indicated, sounds are pronounced with vowels s, and and vowel y, i.e. us, nor, well, nude and in the reverse syllable - en - an". Pronunciation of sound yot tested in a straight syllable with vowels A And y, i.e. ya (I) And yu (yu) and in reverse - ah. Attention is also paid to the pronunciation of the sound yot in crowded conditions, which often makes it difficult for children. For this purpose, the following words and sentences are given for repetition: linen, feathers, chairs; Lena drinks milk; Kolya and Petya are brothers.

Pronunciation of sounds r, r", l, l", which are often distorted are carefully checked.

To identify deficiencies in a child’s independent speech, you can use the following text:

r-r"-l-l".

We made a feeder

We opened a canteen

Visit on the first day of the week

The titmice flew to us.

The next group is deaf and voiced, that is, sounds p-b; etc; k-g; f-v; s-z in hard and soft sound and sounds w-and.

The fact of sound distortion s-s", z-z", w, w, t" recorded during examination of whistling and hissing sounds. Sounds p, t, k, f, b, d, g, c rarely pronounced distorted. If there is still distortion of these sounds, for example, instead of To And G an explosion of closed vocal cords is observed, this is recorded in the map. Sometimes pronouncing distortedly, only soft sounds, for example, there may be a lateral pronunciation of sounds To" And G", Therefore, it is necessary to pronounce not only hard, but also soft sounds. At the same time, often all voiced sounds or only plosives are not pronounced at all - in speech they are replaced by paired voiceless sounds. Sometimes a child pronounces sounds in isolated form, but does not pronounce them in speech, and if he does use them, it is rare or with insufficient voicing. Therefore, you should carefully check your ability to distinguish between pairs of voiced and unvoiced sounds. You should pay attention to how sounds are pronounced as part of the speech stream. In this case, approximately the following sentences and texts are used:

z-b U Zina teeth hurt. g-k; s-z;

A jackdaw has built a nest on a birch tree.

s-z, sh-f, t-d White fluffy snow

If a speech therapist has identified a child with speech impairments, it is recommended to refer him for a hearing examination to an otolaryngologist, who makes a conclusion:

a) “physiological hearing – N” (normal);
b) “hearing loss” (degree of its severity);
c) “deafness”.

In the structure of a speech therapy examination of the state of a child’s phonemic hearing, the specialist pays attention to the development of the following components:

Phonemic awareness;

Phonemic representations;

Basic skills in phonemic analysis and synthesis.

In order to examine the formation phonemic awareness tasks are used to differentiate pairs of oppositional sounds.

1. To test the auditory differentiation of sounds, the child is presented with pictures whose names differ only in one sound being tested. For example: bear - bowl, goat - braid, spoons - horns, cat - hummock, onion - hatch.

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

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

Ta-da-ta

Yes - ta - yes

KA – ha – ka

Tsa-cha-tsa

Cha-sha-cha

Ots - ots - ots

Tom is home

Bow - hatch

Juice - clack

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

To check the status phonemic representations The following types of tasks are used:

1. Finding a picture whose title contains a given sound.

2. Selection of words with a given sound. In this case, you should first present words with sounds preserved in pronunciation, and then - with sounds that are impaired. Instructions: “Name the word with the sound [M]” ([B], [V], [N], [T], [D], [K], [G], [A]). Then: “Name the word with the sound [S]” ([Z], [SH], [F], [H], [SH], [R], [L]). During the examination, it is not recommended to give tasks for a combination of analysis and phonemic representations such as: “Choose a word with the sound C at the beginning of the word.”

3. Classification of pictures: object pictures are laid out in front of the child, the names of which contain oppositional sounds, for example, [S]-[Z] (bag, fence, juice, fox, teeth, goat, nose, bus, umbrella, etc. ). he is asked to sort these pictures into two groups: into one – pictures whose names contain the sound [S], into the other – with the sound [Z].

To check the level of formation phonemic analysis and synthesis skills apply the following tasks:

1. Isolating a sound against the background of a word. It is advisable to check the status of all types of analysis on the material of sounds pronounced correctly and incorrectly by the child. Instructions: “Do you hear the sound P in the word “soup”? The M sound in the word "may"? The K sound in the word "side"? Sound A in the word "Anya"? sound O in the word “Olya”? the U sound in the word “morning”. Next, speech material is presented containing sounds that are more complex in articulation and sounds that are disturbed in pronunciation.

2. Isolating sound from a word. Instructions: “What sound do you hear in the word GARDEN?” (the speech therapist pronounces the sound emitted by the child intoned) “... in the word TEETH? in the word FATHER? in the word FUR COAT? in the word BEETLE? in the word BALL? in the word BRUSH? in the word PAWS? in the word CANCER?

3. Determining the place of sound in a word. Instructions: “Where do you hear the sound [S] in the word SANI, at the beginning or at the end?” In the instructions, it is advisable to indicate the position of the sound with the words “at the beginning”, “at the end”, since the child can forget these words, at the same time correctly determining the location of the sound. With the help of this instruction, it is checked how the child masters this type of analysis in relation to all consonant sounds. And only after this can the instructions be changed: “Where do you hear the sound [C] in the word BRAIDS?”, but no longer calling the word “in the middle.” Or “Where is the sound in the word WHO? sound [C] in the word FIGHTER? sound [Ш] in the word MOUSE? sound [Zh] in the word SKIN? sound [H] in the word BARREL? sound [Ш] in the word BOX? sound [P] in the word CORK? sound [L] in the word SHELF? It is necessary to select words in such a way that they do not contain sounds that are more complex in articulation than the sound being tested.

4. Determining the sequence of sounds in a word. Instructions: “What sound do you hear at the beginning of the word SSUM-KA?” Child's answer: “[C].” “What sound do you hear after the sound [S]: SUUMKA?” Child's answer. “What sound do you hear after the sound [U]: BAG?” Child's answer. "What sound do you hear after the sound [M]: BAG?" (The speech therapist slightly delays the bow when pronouncing the sound [K].) Child’s answer. “What sound do you hear after the sound [K]: SUMKAA?” Child's answer. After completing this task with some help from a speech therapist (intonation of the highlighted sound), the child is asked to name the sequence of sounds in this word and in another, first similar, for example, FRAME or SHELF, and then another structure, for example, PAW, FISH, TEETH.

5. Determining the number of sounds in a word. The child is offered words of 2-5 sounds. Instructions: “How many sounds are in the word PPAAAK?” In the first proposed word, the speech therapist intones sequentially all the sounds of the word, pronouncing it at a slow pace. Then the child determines the number of sounds in the word LAK or in the word SAM (CROWBAR, CATFISH, NOISE, BEETLE, CHOCK). “How many sounds are in the word RAMA?” (PAW, FISH, FUR COAT, BARK). “How many sounds are there in the word KORKA (SHELF, BAG, FENCE, REEDS).

6. Phonemic synthesis. The child is offered words of 3-5 words with a preserved sound-syllable structure. The speech therapist pronounces the words with a short pause. Instructions: “Listen to the sounds, they ran away (or quarreled), put them side by side (or “make friends”) to make a word: [C], [O], (K]; [K], [A], [B] , [U], [L], [K], [A].” Next, phonetic synthesis is checked on words with a broken sound-syllable structure. Instructions: “Listen to an unusual word, unlike anything else, because the sounds in it have changed. in places. You put them correctly, and you will get the familiar T, O, R(K, A, U, R; P, O, T, H, A

Parents themselves can check their child’s physiological hearing:

1. Can the child hear loud speech in both ears from six meters away? Give words: ear, fly, leg, tub, jackdaw, winter, owl, teeth, heron. If he hears, note at what distance.

2. Can he hear whispered speech at a distance of one to six meters in both ears? The words for verification are the same.

When testing hearing, an adult turns the child's back to him or covers his mouth with a sheet of paper so that the person being examined cannot read lips.

When examining a child, the psychological test “Image of a Person” can be used. If a child’s drawing shows a person without ears, then the young artist has problems with auditory perception.

Psychologists advise carefully observing the direction of the child’s gaze during the first conversation. This will help determine the main (leading) type of perception:

1. The child looks above eye level: his basic perception is visual, or visual.

2. The child’s gaze is below eye level, glides over the table, hands, knees, and floor: the leading perception is through tactile sensations, i.e. . kinesthetic.

3. The child moves his gaze at eye level from left to right (activating the functions of the ears - the organs of hearing): we can judge the main type of perception - auditory, or auditory perception. When tested, such a child’s FS turns out to be sufficiently formed.

4. The child’s gaze in relation to eye level constantly changes its direction: up - down - to the right, etc.; in this case, we can safely say that this child has comprehensive (universal) perception of the surrounding world. His visual, kinesthetic and auditory analyzers are quite harmoniously developed.

In the first two cases, the help of a speech therapist is precisely what is needed in the development of auditory attention and the formation of phonemic hearing.

When identifying an insufficient degree of formation of phonemic hearing and phonemic perception in a child, it is necessary to determine the main directions and stages of correctional work. The implementation of these directions can be carried out both by a speech therapist and by an educator (teacher) in collaboration with parents. This integrated approach makes the correction process more successful and efficient.

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

Phonemic hearing test

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

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

A child’s developed phonemic awareness is an indispensable condition for successful literacy learning. Therefore, early diagnosis of the formation of phonemic processes is necessary for timely overcoming its underdevelopment.

If you want to check the state of your child’s phonemic hearing, pay attention to the development of the following components:

– phonemic perception;

– phonemic representations;

– basic skills of phonemic analysis and synthesis.

In order to examine the formation of phonemic perception, tasks are used to differentiate pairs of oppositional sounds (that is, sounds that differ in one characteristic: voiced-voiceless, hard-soft, place and method of formation).

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

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

Ta-da-ta

Yes - ta - yes

Ka-ha-ka

Tsa-cha-tsa

Cha-sha-cha

Ots - ots - ots

Tom is home

Bow - hatch

Juice - clack

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

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

1. Finding a picture whose title contains a given sound.

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

Example: “Name a word with the sounds M, B, V, N, T, D, K, G, A.”

Then: “Name a word with the sound S, Z, Sh, Zh, Ch, Shch, R, L.” During the examination, it is not recommended to give tasks for a combination of analysis and phonemic representations such as: “Choose a word with the sound C at the beginning of the word.”

3. Classification of pictures: object pictures are laid out in front of the child, the names of which contain oppositional sounds, for example C – Z (bag, fence, juice, fox, teeth, goat, nose, bus, umbrella, etc.). He is asked to divide these pictures into two groups: into one – pictures whose names contain the sound S, into the other – with the sound Z.

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

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

Example: “Do you hear the sound P in the word SOUP? Sound M in the word MAY? Sound K in the word BOK? Sound A in the word ANYA? Sound O in the word OLIA? The sound U in the word MORNING? Next, speech material is presented containing sounds that are more complex in articulation, then sounds that are disturbed in pronunciation.

2. Isolating sound from a word. Example: “What sound do you hear in the word GARDEN? (the adult pronounces the sound emitted by the child intoned), in the word TEETH? In the word FATHER? In the word FUR COAT? In the word BEETLE? In the word BALL? In the word BRUSH? In the word PAWS? In the word CANCER?

3. Determining the place of sound in a word. Example: “Where do you hear the sound C in the word SANY, at the beginning or at the end?” It is advisable to indicate the position of the sound with the words “at the beginning”, “at the end”, since the child can forget these words, at the same time correctly determine the location of the sound. Using this example, it is checked how the child masters this type of analysis in relation to all consonant sounds. And only after this can you move on to another example: “Where do you hear the sound C in the word BRAIDS?”, but without naming the word “in the middle.” Or: “Where is the sound Z in the word WHO? Sound C in the word FIGHTER? The sound Ш in the word MOUSE? Sound Zh in the word SKIN? Sound CH in the word BARREL? The sound Ш in the word BOX? Sound R in the word CORK? Sound L in the word POLKA? It is necessary to select words in such a way that they do not contain sounds that are more complex in articulation than the sound being tested.

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

5. Determining the number of sounds in a word. The child is offered words of 2–5 sounds. Example: “How many sounds are in the word PPAAAK?” In the first proposed word, the adult intones successively all the sounds of the word, pronouncing it at a slow pace. Then the child determines the number of sounds in the word LAK or in the word SAM (CROWBAR, CATFISH, NOISE, BEETLE, CHOCK). “How many sounds are in the word FRAME (PAW, FISH, FUR COAT, BARK)?” “How many sounds are there in the word KORKA (SHELF, BAG, FENCE, RESED)?”

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

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

Example: “Listen to an unusual word, unlike anything else, because the sounds in it have changed places. You put them correctly, and you will get the familiar T, O, R, K, A, U, R, P, O, T, Ch, A.

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To identify minor violations of the syllable structure of a word, the following sentences are suggested for repetition:

Petya drinks bitter medicine.

A policeman is standing at the intersection.

An astronaut controls a spaceship, etc.

CONCLUSIONS: the nature of the distortion of the syllabic structure is noted (abbreviations of syllables – hammer – “skein”; simplification of syllables, omission of sounds – chair – “tul”; assimilation of syllables – stool – “tatulette”; addition of sounds, syllables – room – “komonamata”, table – “sytol”; rearrangement of sounds and syllables – tree – “devero”).

Practical observations show that syllable rearrangement is a differential sign of sensory impairment.

Phonemic Hearing Test

Contents of the task	Speech and visual material used
Phoneme recognition: a) raise your hand if you hear the vowel sound O among other vowels b) clap your hands if you hear the consonant sound K among other consonants	A, U, Y, O, U, A, O, Y, I P, N, M, K, T, R
2. Distinguishing phonemes that are similar in the method and place of formation and acoustic characteristics: a) voiced and voiceless b) hissing and whistling c) sonors	P-B, D-T, K-G, Zh-Sh, Z-S, V-F S, W, SH, W, F, H R, L, M, N
3. Repeat after the speech therapist the syllable series: a) with voiced and unvoiced sounds B) with hissing and whistling B) with sonors	DA-TA, TA-DA-TA, DA-TA-DA, BA-PA, PA-BA-PA, BA-PA-BA, SHA-ZHA, ZHA-SHA-ZHA, SHA-ZHA-SHA, SA- FOR-SA, FOR-SA-ZA SA-SHA-SA, SHO-SU-SA, SA-SHA-SHU, SA-ZA-SA, SHA-SHA-CHA, ZA-ZHA-ZA, ZHA-ZA-ZHA RA-LA-LA, LA-RA-LA
4. Isolation of the sound under study among syllables Raise your hand if you hear a syllable with the sound "S"	LA, KA, SHA, SO, NY, MA, SU, ZHU, SY, GA, SI
5. Isolating the sound under study among words. Clap your hands when you hear a word with the sound "F"	PUDDLE, HAND, ROAD, BElly, HAMMER, BUG, BED, SCISSORS
6. Think of words with the sound “Z”
7. Determine whether there is a sound “Ш” in the names of the pictures	WHEEL, BOX, BAG, HAT, CAR, TEAPOT, SKI, HERON, STAR
8. Name these pictures and tell me how the names differ	BARREL-KIDNEY, GOAT-SPIDE, HOUSE-SMOKE
9. Determine the place of the sound Х in words (at the beginning, middle, end)	KETTLE, HANDLE, BALL
10. Arrange the pictures in two rows: in the first - pictures with the sound S, and in the second with the sound Ш	CATFISH, HAT, CAR, BRAID, BUS, CAT, VACUUM CLEANER, PENCIL

CORRECTION Methodological recommendations for teachers, specialists of educational institutions, parents “Development of phonemic hearing in the system of correctional work with children with disabilities” g.o. Novokuibyshevsk, 2008 Dear teachers and parents!

We bring to your attention methodological recommendations that highlight modern approaches to the development of phonemic hearing in children with disabilities. They address issues of diagnosis, prevention and correction of phonemic hearing disorders in children of preschool and school age. The manual offers an overview of the main stages, methods and techniques for the formation and improvement of phonemic processes in children, and highlights the methodology for working in this area with students with mental retardation.

We hope that this information will be in demand when planning and implementing correctional work with pupils and students with disabilities.

We wish you success in your work and achievement of positive results.

We look forward to further cooperation!

1. The role of phonemic hearing in the speech development of a child p. 3

2. Examination of the state of phonemic hearing p. 12

3. Development of phonemic hearing in the correctional system

working with children with disabilities p. 17

Stages of correctional work on the development of phonemic

hearing in children s. 17

Methods and techniques for improving phonemic hearing

in children with disabilities p. 24

- Using ball games in the development of phonemic awareness

Hearing in children with speech disorders p. 34

Using coding exercises

in correctional work p. 36

Development of phonemic hearing operations in students with mental retardation p. 41

In children with 67

5.APPLICATIONS:

APPENDIX 1. Didactic outdoor games on

speech therapy classes ( Yu. V. Sidorova) p. 73

APPENDIX 2. Methods for developing phonemic awareness

Hearing in preschool children with severe speech impairments p. 75

APPENDIX 3. Educational games for teaching reading

(M. Kravtsova) p. 80

APPENDIX 4. Alphabet and tables of Russian letters

language (N.I. Bukovtsova, I.N. Shapkina) p. 86

6. List of references p. 87

The role of phonemic awareness

In the speech development of a child

A person has three types of hearing. Physical (physiological) hearing allows us to perceive various sounds over large ranges of volume - from the rustle of falling leaves to the roar of thunder. With the help of physical hearing, we also perceive urban sounds: a car horn, the clatter of train wheels, the creaking of a door and many others.
Thanks to musical ear we can listen and enjoy music. Speech hearing allows you to understand speech, feel the intonation and shades of what is said.

Speech and non-speech hearing are two independent forms of operation of the auditory system. Non-speech hearing – the ability to navigate non-speech sounds, i.e. in musical tones and noises. Speech hearing is the ability to hear and analyze the sounds of speech (native or other language). It is the most important incentive for the formation of standardized pronunciation. Phonemic and phonetic hearing (they together make up speech hearing) carry out not only the reception and assessment of someone else’s speech, but also control over their own speech. phonetic hearing, or “sensitivity to sound” (according to the terminology of psychologist A.A. Lyublinskaya), carries out “monitoring of a continuous stream of syllables.” A pronunciation that is unusual for a given language is assessed by phonetic hearing as incorrect.

In a large psychological dictionary (compiled by Meshcheryakov B., Zinchenko V.) phonemic awareness (mrn.phonemic hearing) is defined as a person’s ability to analyze and synthesize speech sounds, i.e. hearing, which provides the perception of phonemes of a given language.

Phonemic hearing- this is a person’s ability to recognize speech sounds represented by phonemes of a given language. The formation of phonemic hearing occurs in children when they perceive the oral speech of others and, at the same time, when they pronounce their own words in accordance with perceived patterns, with the help of which differential features of phonemes are identified and generalized (I. Kondakov. Psychological Dictionary, 2000).

Phonemic hearing carries out the operations of discrimination and recognition of phonemes that make up the sound shell of a word. Each language is characterized by its own set of phonemic features that create the sound structure of the language. In each language, some sound features act as meaningful, while others act as unimportant for a given language. So, in the Russian language, phonemes are all vowel sounds (a, u, i, e, o), their stress; The duration or pitch of vowel sounds is immaterial. For consonant sounds, the distinguishing features are sonority-dullness, hardness-softness. Thus, a change in vowels or their stress (drink-sing, muka-muka) and a change in consonants in their deafness-voicing (stick-beam) or hardness-softness (dust-dust) change the meaning of the Russian word. The ability to distinguish these sound features is called speech or phonemic hearing (in relation to the Russian language).

Phonemic hearing is a very important concept for mastering speech, and then literacy in writing. It involves the accuracy of auditory perception, sound discrimination, and sound analysis of speech. When perceiving speech, a child is faced with a variety of sounds in its flow: phonemes in the flow of speech are changeable. He hears many variations of sounds, which, merging into syllable sequences, form continuous components. He needs to extract a phoneme from them, while abstracting from all the sound variations of the same phoneme and identifying it by those constant (invariant) distinctive features by which one phoneme (as a unit of language) is opposed to another. If a child does not learn to do this, he will not be able to distinguish one word from another and will not be able to recognize it as identical. Thus, in the process of speech development, a child develops phonemic hearing, since without it, as N.I. Zhinkina, speech generation is impossible.

Thus, phonemic hearing is a necessary basis for understanding the meaning of what is said. When speech sound discrimination is not formed, the child perceives (remembers, repeats, writes) not what he was told, but what he heard.

In the anatomical and physiological mechanism of phoneme discrimination, the main role belongs to the auditory-speech zone of the cerebral cortex, located in the posterior third of the superior temporal gyrus of the left hemisphere (Wernicke's center). Its defeat or underdevelopment leads to a person’s inability to distinguish speech sounds (sensory aphasia or alalia). In the process of mastering the system of phonemes of the native language, speech-auditory and speech-motor analyzers are involved. Thus, in the process of forming sound pronunciation, the following are very important:

1. Hearing and phonemic perception;

2. Motility of the speech apparatus, i.e. mobility of speech organs.

Hearing is an indispensable condition for the formation of speech. The child begins to speak due to the fact that he hears the speech of others.

But even with normal hearing, children have problems with sound pronunciation. This is caused either by a violation of the motor skills of the articulatory apparatus, or by insufficient development of phonemic perception, or by a violation of both motor skills and phonemic perception.

Phonemic awareness are called special mental actions to differentiate phonemes (speech sounds) and establish the sound structure of a word. It contains two components: phonemic hearing and elementary sound analysis. Thanks to phonemic perception, which develops on the basis of phonemic hearing, speech sounds are distinguished by ear.

Formed phonemic perception is the key to clear pronunciation of sounds, construction of the correct syllabic structure of words (even without the ability to pronounce all the sounds, the child retains the structure of the word “kar-ti-na” - “ti-ti-ta”), the basis for the ease of mastering the grammatical structure of the language , successful development of writing and reading.

Violations of phonemic perception lead to confusion of sounds and substitutions, which can later affect writing. Without sufficient development of the foundations of phonemic perception, the formation of its highest level - sound analysis - the operation of mental division into component phonemes of various sound complexes is impossible.

The formation of these processes guarantees the correct pronunciation of sounds and the syllabic structure of the word and entails easier mastery of literacy and writing.

Phonemic hearing is formed in a child in the process of learning to understand oral speech as the primary form of speech activity. Mastery of the phonemic structure of a language precedes other forms of speech activity - oral speech, writing, reading, therefore phonemic hearing is the basis of the entire complex speech system.

Age norms for the development of phonemic hearing

First year of life: A child is born with an innate sensitivity to sounds. In the third or fourth week of life, the child’s auditory concentration is not only on strong sounds, but also on the speech of an adult. At two months, the baby begins to listen to quieter noises. At the age of three months, the ability to find the source of sound with the eyes appears. At this age, as a rule, children begin to listen to music with pleasure, and a complex of revival appears. It is clear that the mere presence of the sensory ability to perceive sound is not sufficient for the perception of speech. From four months the child begins to imitate sounds, babble, and by six months he can recognize his name. By the end of the first year of life, with normal development of phonemic hearing, the baby can distinguish frequently used words.

In the second year of life There is an active development of phonemic hearing. One of the first things a baby develops is non-speech hearing: the perception of the sound of water, wind, music, etc. Therefore, the formation of speech perception begins with natural, everyday and musical noises. The child can already distinguish the phonemes of his native language; by the end of the second year, the baby is able to identify by ear an incorrectly pronounced sound in the speech of adults, but he still does not control his own pronunciation.

Having traced the patterns of the formation of phonemic hearing, it was established that a child, during the transition to mastering the phonemic system of a language, must learn to use a word as the name of a certain thing. Research by linguists has shown that by the age of two years, or more precisely by one year and seven months, a child’s phonemic hearing is formed.

However, it is well known that the speech of a two-year-old child in its sound composition differs sharply from the speech of an adult, replete with various kinds of irregularities and inaccuracies. Therefore, we are talking about the need for special sound exercises for the development of phonemic awareness in preschoolers.

The most important and very important achievement third year of life– the child’s ability to independently identify an incorrectly pronounced sound in his own speech. If this skill of phonemic perception is not formed by the age of three, then the baby will not be able to master correct sound pronunciation.

In the fourth year of life phonemic hearing improves and becomes more differentiated. The child already has the skill of distinguishing similar phonemes by ear and in his own pronunciation, which serves as the foundation for mastering sound analysis and synthesis.

In the fifth year sound analysis is formed - the ability to determine the sequence and number of sounds in a word. Only with the skills of analysis and synthesis can a child successfully master reading and writing.

By the time they start school, most children have fully mastered the rules of sound pronunciation, have a fairly rich vocabulary, and are able to construct sentences grammatically correctly. However, not everyone's literacy process is the same.

To successfully master literacy, a child must have not only a well-developed phonemic hearing, but also developed phonemic perception - the ability to determine which sounds are heard in a word, their sequence, and quantity. For example, the word “house” - sounds - d, o, m. Three sounds. The first sound is “d”, the second is “o”, the third sound in the word is “m”. If a child has difficulty identifying sounds in a word, their sequence, and quantity, then this should alert parents and teachers. The immaturity of phonemic hearing and phonemic perception is the cause of such errors in writing and reading as mixing and replacing letters.

Researcher of children's speech disorders, Professor R.E. Levina, studying the patterns of speech formation in children in normal and pathological conditions, identifies five stages that a child goes through in mastering speech.

On first, at the pre-phonemic stage, the child completely lacks differentiation of sounds, understanding of speech and actual active speech.

On second stage, there is a difference in the most contrasting or distant phonemes, but there is no differentiation of close phonemes. The child's pronunciation is incorrect and distorted. He does not distinguish between the correct and incorrect pronunciation of other people, and does not notice the peculiarities of his own pronunciation. The child reacts equally to correctly pronounced words and to those distorted words that adults pronounce the way the child himself pronounces them.

On third stage, decisive shifts occur. The child is already beginning to hear the sounds of the language in accordance with their phonemic characteristics. He recognizes mispronounced words and is able to notice the difference between correct and incorrect pronunciation. The speech is still incorrect. However, adaptation to new perception begins to be observed, expressed in the appearance of intermediate sounds between the sounds pronounced by the child and adults.

On fourth stage, new patterns of perception of sounds become dominant.

However, the child has not yet repressed the previous form, and he recognizes incorrectly spoken words. Active speech achieves almost complete correctness.

On fifth stage the process of phonemic development is completed. The child hears and speaks correctly. He develops subtle and differentiated sound images of words and individual sounds.

Thus, the correct development of a child’s speech is characterized not only by the level of phonemic perception and the pronunciation side of speech, but also, most importantly, by the ability to distinguish between one’s own speech and the speech of others.

So, the period of greatest sensitivity to the development of phonemic hearing occurs at the age of 4–5 years. Pronunciation of words is one of the conditions for isolating and generalizing the differential features of phonemes and consolidating them in memory. For the further development of phonemic hearing, 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). Its mechanism is significantly restructured when mastering reading and writing - in the process of decomposing words into their constituent speech sounds, correlating sounds with letters and forming new sound-letter images of words. Researchers have noted that when mastering another language, phonemic hearing develops not only for the speech sounds of the language being studied, but also for native speech.

Children with good phonemic awareness acquire the basic sounds of the language quite early. Due to the physiological characteristics of the structure of the articulatory apparatus, they may incorrectly reproduce some phonemes of their native language, but at the same time they are well aware of the subtlety of pronunciation. At this time, the child is already beginning to hear the sounds of the language in accordance with their phonetic characteristics; he recognizes mispronounced words and is able to differentiate between correct and incorrect pronunciation. At the age of 5-6 years, children already have a fairly high level of development of phonemic awareness; They correctly pronounce the sounds of their native language, they form subtle and differentiated sound images of words and individual sounds.

Insufficient development of phonemic perception inhibits the process of sound formation in a child: sounds are formed with a long delay and often distorted. A child who has deviations in speech development, in order to learn to understand and speak his native language, must gradually master articulatory movements, methods of combining sounds, rhythmic and intonation design of words and phrases; distinguish the sounds actually pronounced in a given language from all others and learn to identify the signs of sounds that are essential for understanding words and for communication. This is the assimilation of the phoneme system of a given language.

Thus, one of the most important conditions for the formation of sound pronunciation is how the child perceives by ear and differentiates the phonemes of his native language. Children with good phonemic awareness begin to speak clearly early, as they clearly perceive all the sounds of our speech. And in children with insufficiently developed phonemic perception, not only sound pronunciation suffers, but also speech understanding, since they cannot differentiate phonemes that sound similar, and words with these phonemes, for them, sound the same, for example: sami-sleigh, meadow-bow , fox (animal) - forests (plural of the word forest). Those. The child’s language is impaired at the phonemic level, that is, perception is not sufficiently developed, as a result of which there is no ability to distinguish significant units of language (morphemes, words, etc.).

A child with such disorders will have difficulty developing sound pronunciation, the reading process, and will experience numerous errors in writing, and therefore they need the help of a specialist - a speech therapist.

The question of the development of phonemic hearing in a child arises acutely when teaching children to read and write. By the age of five, children are able to determine by ear the presence or absence of a particular sound in a word, and can independently select words for given sounds, if, of course, preliminary work has been done with them. But not all children clearly distinguish certain groups of sounds by ear; they often mix them up. This applies mainly to certain sounds, for example, they do not differentiate by ear the sounds s and ts, s and sh, sh and zh and others.

Researchers dealing with the problems of children's psychological readiness to master literacy note the inability of six- to seven-year-old children to perform a sound analysis of a word. Preschoolers find it difficult to identify individual sounds, as they perceive the whole word as a sound complex.

The core of most of the difficulties students have when writing is the insufficient development of phonemic awareness. This manifests itself in acoustic errors. Children often mix up sounds when writing that they pronounce incorrectly, but even with correct sound pronunciation, specific violations of the sound-letter composition of words can be observed:

1. Mixing sounds:

· voiced consonants with deaf ones (“blakala” - cried, “krafin” - decanter);

· hard consonants with soft ones (“lost” - lost, “berries” - berries, “sinaya” - blue);

· whistling consonants with hissing consonants (“bowls” - clock, “piroznoe” - cake, “kakeli” - swing);

· affricate [ts, ch] with their constituent sounds [t + s, t + w] (“possessed” - grabbed hold, “lights” - flowers); [s] and [z] with sounds [t] and [d] (“cuts” – paints, “kordinka” – basket).

2. Omission of sounds when several consonants coincide (“latochka” - swallow, “deceived” - deceived).

3. Rearranging and switching on individual sounds (“earphones” - headphones, “convict” - cardboard, “caught a cold” - woke up;.

4. Omissions of unstressed parts of the word (“throws” - sweeps, “looks” - spies, “children teach (study) at school.”

Thus, developed phonemic awareness is an indispensable condition for successful literacy learning. Therefore, early diagnosis of the formation of phonemic hearing is necessary for timely overcoming its underdevelopment.

Examination of the state of phonemic hearing