Summary of educational activities for preparing for literacy training in the preparatory group of children with mental retardation. Accumulation of sensory experience in the selection of hard and soft consonants

Author information

Fedorova Anastasia Ivanovna

Kamchatka region

Characteristics of the lesson (lesson)

Education level:

Preschool education

Education level:

Special (correctional) education

Target Audience:

Educator

Target Audience:

Parent

Target Audience:

Pupil (student)

Item(s):

Speech therapy

Objective of the lesson:

Goals: - Improving the ability to distinguish between vowels and consonants, - Improving the skills of sound and syllabic analysis of words; skills of composing sentences from words; - Development of phonemic processes, speech hearing, auditory attention, memory; - Fostering activity, independence, and initiative in the classroom. - Improving skills and abilities to work with a diagram, model; - Development of general and fine motor skills; - Fostering responsibility and cooperation in the classroom. - Developing the ability to self-control and self-esteem when performing exercises. - Fostering a culture of interpersonal relationships. - Consolidation of the concepts “sound”, “syllable”, “word”, “sentence”.

Lesson type:

Lesson to consolidate knowledge

Used textbooks and teaching aids:

Equipment: writing, tasks in envelopes, sound models, cards with pictures and diagrams of syllables, sentences, pencils, pens, letters.

Brief description:

Children receive a letter from the magical land of letters. To save the vowels and read the writing on the board, children must complete the tasks sent by the wizard. Children find the place of sound in a word, divide words into parts, do a sound analysis of the word, play with phrases, and make up sentences.

Progress of the lesson Organizational moment Children come in and say hello. They stand in a circle. All the children have gathered in a circle. I am your friend and you are my friend. Let’s hold hands tightly and smile at each other. - Guys, this morning I found a letter. I wonder who it's from? - The letter came from the magical “Land of Knowledge”, and it was written by a wizard named Write-Read. He writes that the evil sorceress Pomarka stole all the vowels. - Or maybe we’re worrying in vain? What could happen if vowels disappear? I had words written on my board yesterday. Let's read it now. What is this? T, MSC. - What is written here? Can we read it? (No. Without vowels, there is no syllable. Without syllables, words cannot be formed.) - That’s right, without vowels no one will ever be able to read books, and without books children will not be able to study at school. The Write-Read Wizard asks us for help. The blot will give away the vowels only if all its tasks are completed correctly. Do you agree to complete the tasks and save the vowels? Task No. 1. - Here is the first task for you: Find the place of the sound in the word. - Remember what sound is? (Sound is what we hear and pronounce) - Name the pictures on the card, clearly pronouncing all the sounds. (Baby, lamp, chair). - What sound is there in all these words? - That's right, L. You see the symbol of this sound on the card. - L - what sound is this? (consonant, voiced, hard) - We will look for the place of the sound L in the word. Take simple pencils and connect the picture with a diagram that matches it. - Well done! Everyone completed the task, and Blot returned one letter to us. Which one? (Y). Task No. 2. A diagram of the word is shown on the board. - Here is the second task: Blot sent pictures and a word diagram. What does this diagram tell you? (There are 3 sounds in a word: a hard consonant, a vowel, a hard consonant.) - How many parts are there in a word? (there is one part in the word). - What rule do we remember: How many vowels are in a word, so many….. parts (syllables). - Look at the pictures. What words fit this diagram? (poppy seed, house, onion, soup.) - Remember other words that fit this scheme. (Cancer, juice, varnish, catfish, com) - Why are the words HATCH, BALL not suitable? (These words have soft consonants.) - Well done, guys. You have completed the task, and we have one more vowel letter. Which? (U). Task No. 3. Physical education lesson “I’ll meet a word on the road, I’ll break it into syllables.” - Now let's complete the third task. Show how you can divide words into syllables: Words: Milk, cat, hippopotamus, sundresses, whale, hussars. - Well done, guys. There is another task here. “Repeat the plain saying.” - These are pictures-words: Mila, soap, doll, soap. Take from the picture and remember your word. - Line up. Try to take turns pronouncing your words clearly one after another. (Mila washed the doll with soap). - Now switch places and say your words again loudly and clearly. (Mila washed the doll with soap). - Well done, guys. We completed the task, and we got the letter I. Task No. 4 What are “words” and “sentences”? - Who will remember what a word is? (A word is an object, a sign and an action). - Name words and objects based on this picture. - Name the words - signs from this picture, - Name the words - actions. - Who will remember what a proposal is? (A sentence is words that are related in meaning). - Listen to what I will read to you: GROWN, BUSH, MUSHROOM, UNDER. Is this a proposal? (no, the words are not related in meaning) - Change these words to make a sentence. (A mushroom has grown under a bush) DRIVING, ON THE ROAD, CAR, ON A FLOWER, BUTTERFLY, FLYING, OVER A TREE, BEHIND, HUNTER, HID. - Make up your own sentence based on this picture. (The cat catches the mouse). - How many words are in our sentence? (3 words.) - Now we need to lay out the diagram of this sentence. - Who will repeat the proposal? (The cat catches the mouse) - What is the first word? (First word CAT) ___ ___ ___ ___ . - What letter is the first word in the sentence written with? (The first word in a sentence is written with a capital letter). - Name the 2nd word in the sentence. 1st, 3rd. - Which of these words has the sound L? - Well done, the letter A has returned to us. Gymnastics for the eyes. We open our eyes - once, and close our eyes - twice. One, two, three, four, We open our eyes wider And now we close them again, Our eyes have rested. Task number 5. - Here is the last task. Sound analysis of the word CAT. - Receive leaves with a picture of a cat. Grab your chips and get to work. Vanya will go to the board to complete the task. - Well done, the letter O has returned to us. The result of the lesson. - We completed all the tasks. - What task were you most interested in completing? -Which of the tasks did you find most difficult? - Let's now see what was written on the board? Let's put the missing letters in the right places. (The child at the blackboard puts the letters in their places) - Who can read? (YOU ARE SMART!) - Who is this written about? - Our unusual activity has come to an end. Did you like our lesson? - Write and read thanks for your help and sent you gifts. You were able to complete all the tasks and showed that you are ready to study at school and gain new knowledge. Text of the letter: “Dear guys. The evil sorceress Pomarka stole all the vowels. The consonants are very sad because now no one understands them. Blot agrees to return the vowels only when all her tasks are completed. There are a lot of tasks, please help me cope with them.” Sincerely, Write - Read.

Teaching literacy to children with mental retardation in the preparatory group.

ZPR is one of the most common forms of childhood pathology. More often it is detected when a child begins studying in the preparatory group of a kindergarten or in the primary grades of secondary schools. Children with mental retardation are characterized by a lag in the formation of logical thinking, auditory and visual attention, perception, and memory. There is a slowdown in the processing of sensory information and a decrease in performance. In addition, excessive emotionality, impressionability, increased fatigue, motor disinhibition or, conversely, lethargy and apathy are revealed. All this changes the process of their mastery of speech function (compared to the norm) and determines the uniqueness of their speech development: limited vocabulary, insufficient phonetic-phonemic perception, decreased auditory memory, and impaired sound-pronunciation aspects of speech. Children with mental retardation have difficulty mastering the analysis and synthesis of the sound composition of words, which form the basis of learning to read and write. In addition, they experience significant difficulties in orienting themselves in linguistic reality and do not isolate large speech units from the flow of speech: a sentence, a word. Their speech is grammatically imperfect. They make mistakes in the use of prepositions and in the coordination of words in a sentence. Subsequently, these children show difficulties in the formation of written speech, as well as deficiencies in the regulatory function of speech and verbal communication.

Underdevelopment of speech and characteristics of the mental activity of children with mental retardation is a serious obstacle to mastering literacy and requires solving the following tasks when preparing children for learning to read and write:

Activation of oral speech. Make the word and the sentence as a whole the subject of their attention, teach them to practically use words and form new ones, compare and generalize various phenomena of language.
Formation of children's focus on the sound side of speech. Development of the ability to listen attentively to the sound of a word, recognize and isolate individual sounds and sound complexes from it, distinguish sounds that are similar in articulation and acoustic characteristics, which corresponds to the stage of mastering simple types of sound analysis.
Development of children's ability to consistently isolate sounds from a word, establishing their exact place in the word, as well as the number of sounds in the word.

Work on teaching literacy is being built in stages. A description of the system of work used during this period and issues of thematic planning of lessons is given in the manuals “Preparing children with mental retardation for school” Under the general. ed. S.G. Shevchenko. (Program for the development of speech (phonemic) perception and preparation for teaching literacy, author R.D. Triger) and in methodological manuals for correctional and developmental education

I.A. Morozova and A.M. Pushkareva “Development of speech perception” (for children 5-6 years old) and “Preparation for learning to read and write” (for children 6-7 years old). The integrated literacy preparation program for preschoolers with mental retardation consists of several sections:

1, Development of speech hearing. This section is extremely important, since children with mental retardation, while their hearing is intact, as a rule, “do not hear” individual sounds in a word (medics and physiologists explain this by the functional immaturity of the parts of the brain “responsible” for analyzing sensory information associated with speech. This leads to the fact that even at the age of 7, children with mental retardation cannot consistently isolate sounds from a word (the process underlying writing). Here it is important to teach children to intonate a given sound in a word. It is recommended to start learning simple types of sound analysis with vowels (A, O, Y, U), at the same time they are introduced to the term “vowel sounds” and the symbol with a red chip. Then they move on to working with consonant sounds. When working on them, we recommend using the technique of enhanced intonation more often. When pronouncing consonant sounds, this technique is used in different ways. in working on fricative ([s], [z], [f], [sh], [x]) and plosives ([p], [b], [t], [k]) fricative consonants are easier. stand out to the ear with increased intonation from the beginning of words: juice, noise, beetle. Plosives are easier for children to hear from the ends of words (beetle, juice, soup); they should be pronounced a little more exaggeratedly than usual: then they are isolated from the beginnings of words and the middle, while children's attention is drawn to the fact that short consonants cannot be drawn out. For children with mental retardation, it is difficult to distinguish similar-sounding phonemes. Sounds that are easily mixed by ear include sounds that are similar in acoustic characteristics: [c]-; [c]-[z]; [c]-[w]. First, work is carried out on distinguishing by ear phonemes that are distant in sound ([s"]-[b], [w]-[p]). Then we move on to more subtle differentiations ([w]-[zh], [s]-[ z], [r]-[l]). Finally, exercises are offered to distinguish oppositional sounds ([c]-[w], [z]-[zh], [m]-[m"], [v]- [f]). At the same time, children master the terms “hard consonants”, “soft consonants” and learn the symbols - hard consonants are indicated by blue chips, soft consonants - by green ones.

2. Sensory (sensory) development in the field of language. In parallel with the development of speech hearing, work is underway to clarify the articulation of sounds and to improve their pronunciation. Practice has shown that distorted or inaccurate pronunciation of sounds in some children was corrected independently during such work. The study of the acoustic-articulatory features of each sound and its assignment to a group of vowels or consonants ends with children becoming familiar with the letter denoting the sound being studied.

In your work you can use the following tasks, game exercises and didactic games:

clarify the articulation of sound (learn from pictures, lips);

determine the presence or absence of a given sound by claps, signals, pictures;

select pictures and toys whose names contain the sound being studied, pronouncing it exaggeratedly;

come up with words in which the sound being studied is heard at the beginning, middle, and end of the word;

find out what sound is often found in a story or poem;

find objects or parts thereof in a plot picture that contain the desired sound;

color, circle those pictures whose names contain the sound being studied;

draw objects that have a certain sound;

guess the riddle and highlight the first or last sound in the guessing words;

select from a number of words pronounced by the teacher those that have a given sound;

select words with a given sound from a sentence;

games "Pathfinders", "Detectives" - find sounds in words from pictures, show pictures with sounds, for example, [p], [p"]. Say where you hear a given sound;

“Dreamers” - come up with a word with the sound [p], another with the sound [b];

"Who is more attentive?" - guess what sound the word begins with (bun, pencil case, desk, ticket, loaf, etc.);

game "Find out who is coming to visit?", "Find out what word is intended?" by the first sounds of drawn pictures;

game "Who is more?" - a picture is shown and you are asked to name those words that have a certain sound;

“Sound clock” - subject pictures on the layout. Find and name words that contain the sound being studied. Select the first and last sound. Name the longest and shortest word;

“Guess what word is intended” - children are asked to catch the sounds and pronounce the word Y, M, D. Replace Y with O. What word will you get?

“What is the sound of the birthday boy” (a story, words, pictures, objects with frequently occurring identical sounds are offered), etc.

3. Formation of sound analysis and synthesis. The content of the training includes children’s understanding of the conventional graphic scheme of the sound composition of a word: the ability to explain the meaning of the chips and squares of the conventional graphic scheme; the reason for their different number in different schemes; knowledge of the rules for filling diagrams with chips from left to right.

4. Clarification, expansion and systematization of vocabulary. Work is underway to accumulate a stock of adjectives denoting various characteristics, and attention is paid to prepositions denoting spatial relationships.

The effectiveness of speech and general development is facilitated by the use of didactic and story games, expressive poems, riddles, and teaching children to create riddles in the classroom.

5. Familiarization with the sentence and the word in the sentence. Isolating sentences from speech poses a significant difficulty for children with mental retardation. Formation of this skill, development of intonation at the end of a sentence, as well as differentiated use of termssentence and wordfacilitates the use of a conditional-graphic sentence scheme. Children learn to compose sentences according to a ready-made scheme, which is the basis for mastering the rules about writing words and sentences and syntactically highlighting sentences when writing.

6. Development of proactive speech and thinking. The content of the training is to develop the ability of children to speak slowly, loudly enough, literary correctly, intonationally expressive, to give complete answers to the teacher’s questions about what they saw, about their own impressions, observations and practical activities.

7. Preparation for teaching writing techniques. Preparing children with mental retardation for learning to write is often complicated by mild forms of motor disorders, changes in muscle tone, which causes fatigue of the hands, awkwardness, and uncoordinated movements. Preparation goes in several directions: gymnastics of fingers and hands; orientation on a sheet of paper; training in proper positioning and use of writing instruments; practicing basic graphic skills; correlation between sound and letter. Continuous writing time does not exceed 5 minutes.

The effectiveness of teaching and upbringing is ensured by the maximum use of children's practical activities in the classroom, as well as the use of game techniques, visual and didactic material, and various aids that allow them to develop interest in classes and actively learn new things. The following types of didactic material are used: subject and plot pictures;

text material (poems, riddles, stories, fairy tales, tongue twisters, tongue twisters, sayings, nursery rhymes); a variety of gaming material (puzzles, crosswords, charades);

diagrams and tables, sound and letter rulers, sound clocks.

Thus, work on teaching literacy to children with mental retardation is carried out systematically, step by step, and involves the use of a whole complex of didactic material, which is used in various forms of organizing children: frontal, differentiated and individual tasks. Its systematic use and well-thought-out methodology provide the opportunity for better assimilation of educational material, development of oral speech, formation of interest in educational activities in general and mastering the basics of literacy.

Target: Strengthen the skills of correct pronunciation of the sound [R] in speech.

Tasks:

Exercise the ability to find a given sound in words, differentiate the hardness and softness of a sound, determine its place in a word, introduce the letter R.
Develop phonemic awareness, color perception, attention, fine motor skills.
Cultivate a desire to help each other.

Equipment: individual mirrors; counting sticks; visual material “The Magic Engine” (multi-colored carriages with numbers up to 10); pictures (dog, spoon, donkey, scissors); a picture depicting objects with sounds [Р-Рь]; boxes with semolina; yellow ribbon; “noisy” pictures – the letters R.

PROGRESS OF THE CLASS

I. Organizational moment

– Children, guests came to our lesson today. Let's say hello to them and give them our smiles.

II. Main part

– I want to invite you to the circus today. Do you want to visit the circus? Then an amazing performance awaits us. Today we will not only be spectators, but also even artists. But before you go, you need to restore order in the group.

1. Articulation gymnastics (with individual mirrors).

First, let’s clean the rugs (exercise “Swing”);
Wash and rinse the handkerchiefs (exercise “Turkey”);
Let’s hang the handkerchiefs on the balcony and let the breeze dry them (exercise “Sail”);
Let’s wipe the dust off the shelves (exercise “Painter”).
Let's remove the mirrors.

2. Working with counting sticks.

- So we put things in order. On the road?! But what will we drive to the circus? (Children guess). On a magic train. To get to a place correctly, you need to determine a route. Here he is. Let everyone lay out such a path so that we will all definitely end up in the circus.(_/\_/\_)

3. Didactic game “The Magic Engine”
– In order for our train to move, we need to correctly count the cars, naming only the color: from 1 to 3, from 2 to 5, from 3 to 6, from 3 to 8, from 1 to 5.
- Let's go!

4. Children form a “train” and perform movements to the music.

5. Game "Trained Dogs"

- Here we are at the circus! (Sound of fanfare). The show begins! Trained dogs perform! They know the numbers. They show them the number, and the dogs bark the same number of times. Each dog has a special voice.

Children repeat the syllables the indicated number of times: PRA – 2; PRU – 3; DRY – 3; BRO – 4; PRY – 5; PRE – 1.

6. Articulation and characterization [P]

– What was the same sound made by all the dogs? ([P]). Tell us how we pronounce it. (The mouth is open, the tongue is raised up and hidden behind the upper teeth. The tongue resembles a spoon; when exhaling, the tip of the tongue trembles. The neck trembles.) - How can you say “trembles” in another way? (vibrates, jumps, rings)
The sound is consonant, sonorous, hard-soft.

7. Game “Smart Foxes”

– There are clever little foxes in the circus arena! They know how to catch mosquitoes! When they hear the sounds [Р-Рь] in a syllable or mosquito sound, they immediately catch it.
La, ra, ol, uk, ry, rya, or, ar, ri. Frame, shelf, picture, wolf, horse, pencil, cake.

8. Isolating the first sound in a word, determining the place of the sound in the word.

– You will find out who will speak next if you highlight the first sounds in the words and read the word.

Pictures: dog, spoon, cloud, scissors.

– A trained elephant enters the arena! On command he needs to take one of the three stands. The command for him is a picture. If the sound [P] is at the beginning of the word, the elephant will stand on the first pedestal, in the middle - on the second, at the end - on the third.

9. Game “Find objects with the sound [P] in the name (based on the picture)

– The magician performs next! He hid words with the sounds [R-R-R] from us in the picture.

10. Outdoor game “Hide and Seek”

- Well done! Now let's be magicians and hide this ribbon. What color is it? It needs to be hidden so that it lies in a visible place and so that it is not visible.

11. Writing a letter with your finger on semolina

– As a reward, the magician wants to teach you how to write the letter that represents the sound [P] and gives you magic boxes so that you learn to write letters. Why are they magical? Because if the letter comes out not very beautiful, it can be easily corrected.

12. “Noisy” objects “Find the letters”

- And again the magician! Now he has hidden the letters R. Will we be able to find them? Let's find and circle.

13. Finger game

- Well, now it’s time for us to go home. I suggest returning to the group using a magic spell:

1, 2, 3, 4, 5 – We extend our fingers one by one from the fist.
Let's start doing magic. We bend and unbend our fists.
Let's go back Rotational movements of the hands.
To our favorite kindergarten. “Shake” your hands.

III. Lesson summary

Preparing for literacy training for children with mental retardation

V. A. Zharova

One of the most common reasons for school failure is mental retardation. Children in this category make up about half of those who persistently fail in the primary grades of general education schools.

Numerous studies of the psychological characteristics of children with mental retardation indicate that children in this category have insufficiently developed many mental functions: logical thinking, auditory and visual attention, perception, memory. There is a slowdown in the processing of sensory information and a decrease in performance. In addition, excessive emotionality, impressionability, increased fatigue, motor disinhibition or, conversely, lethargy and apathy are revealed.

The issues of etiology and classification of mental retardation were dealt with by M.S. Pevzner, T.A. Vlasova, K.S. Lebedinskaya. For practitioners, the most significant classification of mental retardation according to the etiological principle by K.S. Lebedinskaya (1982), which identifies four forms of mental retardation: constitutional, autogenic, psychogenic and cerebral-organic origin.

Differential diagnosis of these forms indicates a developmental delay and a number of characteristic features of immaturity of both the emotional-volitional and intellectual spheres of each of them.

Researchers note that children with mental retardation of cerebral-organic origin, in which the most persistent disturbances in the rate of mental maturation are complicated by a number of neurodynamic and encephalopathic disorders, especially need special learning conditions. Children with mental retardation of constitutional and spontaneous origin can be educated in a general education school with special assistance from teachers, a pediatrician, parents, a psychologist, and a speech therapist.

Dysontogenesis of the psychophysical development of children with mental retardation (MDD) and, in particular, the characteristics of cognitive activity change the process of their mastery of speech function and determines the uniqueness of their speech development: limited vocabulary, monotony of syntactic and lack of use of morphological forms make it difficult to make a detailed statement.

According to research by G.N. Rakhmanova and N.A. Tsypina, these children exhibit difficulties in the formation of written speech, as well as deficiencies in the regulatory function of speech and verbal communication.

Studies by L.F. Spirova, N.A. Tsypina, R.D. Triger, N.A. Nikashina and others indicate the peculiarities of literacy learning for children with mental retardation. They indicate that children with mental retardation and their normally developing peers, When mastering literacy, they are at fundamentally different levels.

In children with mental retardation, in contrast to normally developing peers, insufficiency of phonetic-phonemic perception, decreased auditory memory, and disturbances in the sound-pronunciation aspect of speech are more often observed (E.V. Maltseva, R.D. Triger, N.A. Nikashina).

Children with mental retardation have difficulty mastering the analysis and synthesis of the sound composition of words, which form the basis of learning to read and write. In addition, they experience significant difficulties in orienting linguistic reality and do not isolate large speech units from the flow of speech: a sentence, a word. Their speech is grammatically imperfect. They make mistakes in the use of prepositions, in the agreement of words in a sentence, as well as in the use of other syntactic connections.

Underdevelopment of speech and characteristics of mental activity in children with mental retardation are a serious obstacle to mastering literacy; this requires a special differentiated approach in propaedeutic and correctional work with this category of children.

Preparing children to learn to read and write involves solving the following tasks:

1. Activation of oral speech. Make the word and the sentence as a whole the subject of their attention, teach them to practically change words and form new ones, compare and generalize various phenomena of language.

2. Formation in children of an orientation towards the sound side of speech. Development of the ability to listen attentively to the sound of a word, recognize and isolate individual sounds and sound complexes from it, distinguish sounds that are similar in articulation and acoustic characteristics, which corresponds to the stage of mastering simple types of sound analysis.

3. Development of children’s ability to consistently isolate sounds from a word, establishing their exact place in the word, as well as the number of sounds in the word.

Work on teaching literacy is being built in stages. When developing the content and methods of teaching children with mental retardation at the preparatory stage, the achievements of both special and general pedagogy and psychology were taken into account. A description of the system of work used during this period and the issues of thematic planning of lessons is given in the methodological literature and standard programs for the primary classes of a special comprehensive school for children with mental retardation.

We will dwell only on some features of the preparatory stage, highlighting two stages:

on the first stage, the ability to listen attentively to the sound of a word, to recognize and isolate individual sounds from it is formed, clear articulation and pronunciation of these sounds is practiced;

on the second, students develop the ability to consistently isolate and combine sounds in words of different syllabic structures.

In this article, we will look in more detail at the first stage of preparing children with mental retardation for learning to read and write.

The main goal of the first stage is to teach children to consciously isolate the sound being studied. Children master these mental actions gradually. We recommend following the following sequence in your work.

The independent pronunciation of a word with intonation of a given sound and its isolation is preceded by the pronunciation of this word associated with the teacher with an exact imitation of the teacher’s intonation.

After carefully practicing these simple operations, you can move on to isolating the sound being studied without emphasized intonation.

We recommend starting training in simple types of sound analysis with vowels (a, o, s, u).

First, we offer children exercises to identify stressed vowels in different positions, and then overstressed vowels (stork, Cheburashka). At the same time, attention is paid to the structure of the proposed words. It is easier to distinguish vowel sounds in monosyllabic words (house, smoke, son, etc.) and in disyllabic ones in the stressed position, especially at the beginning of the word (duck, aster). It is important to draw children’s attention to the fact that these sounds are pronounced with a voice, freely, easily, and can be sung. At the same time, students become familiar with the term “vowel sounds” and learn their symbols: vowels are indicated by red chips.

After mastering the described actions, we move on to working with consonant sounds. When working on them, we recommend using the technique of enhanced intonation more often. When pronouncing consonant sounds, this technique is used in different ways when working on fricatives ([s], [z], [f], [sh], [x]) and plosives ([p], [b], [t], [k]) consonants.

Frictional consonant sounds are easier to hear with increased intonation from the beginning of words: juice, noise, beetle.

Plosives are easier for children to hear from the ends of words (beetle, juice, soup); they should be pronounced a little more exaggeratedly than usual: then they are isolated from the beginnings of words and the middle, while children's attention is drawn to the fact that short consonants cannot be drawn out.

For children with mental retardation, it is difficult to distinguish similar-sounding phonemes. Sounds that are easily mixed by ear include sounds that are similar in acoustic characteristics: [c]-; [c]-[z]; [c]-[w].

First, work is carried out on distinguishing by ear phonemes that are distant in sound ([s"]-[b], [w]-[p]). Then we move on to more subtle differentiations ([w]-[zh], [s]-[ z], [r]-[l]). Finally, exercises are offered to distinguish oppositional sounds ([c]-[w], [z]-[zh], [m]-[m"], [v]- [f]).

At the same time, children master the terms “hard consonants”, “soft consonants” and learn the symbols - hard consonants are indicated by blue chips, soft consonants - by green ones.

In parallel, work is underway to clarify the articulation of sounds and to improve their pronunciation.

Practice has shown that distorted or inaccurate pronunciation of sounds in some children was corrected independently during such work.

We recommend using full-fledged, interesting lexical material from classical works and oral folk art. This will help us solve vocabulary problems. At the same time, it is important that children understand the meaning of words and relate them to objects and phenomena of reality. Vocabulary work is carried out in every lesson of the native language.

At this stage of education, it is necessary to structure the learning process in such a way as to promote, at the level of emotional awareness, the emergence in children with mental retardation of an elementary cognitive interest in their native language, and subsequently in the entire learning process.

The following types of didactic material are used:

subject and plot pictures;

text material (poems, riddles, stories, fairy tales, tongue twisters, tongue twisters, sayings, nursery rhymes);

a variety of gaming material (puzzles, crosswords, charades);

diagrams and tables, sound and letter rulers, sound clocks.

When using didactic material in a literacy lesson, teachers must adhere to a number of requirements:

1. The selection of visual, entertaining and practical material is carried out in accordance with the learning objectives, as well as taking into account the level of psychophysical development of children and the individualization of tasks.

2. The selected material is used effectively in a literacy lesson.

3. The teacher supervises the children’s activities when working with the selected material.

4. Games, tasks, and exercises are used both to consolidate material and to solve new problems.

5. The practice is to create positive emotions that contribute to a more conscious perception of the proposed material.

6. It is necessary to combine visual aids with the use of speech techniques and methods.

7. Demonstration material and practical activities should be varied.

Modern methodological literature has a large arsenal of didactic games. Many teachers, showing creativity in their work, come up with them on their own.

We offer the following tasks, game exercises and didactic games that can be used at the first stage of preparing children for literacy: