Anastasia Britvina
Development of phonemic hearing in children with dysarthria during home lessons with parents
Currently over time, there has been an increase in children diagnosed« dysarthria» . This is due to many factors: prenatal and natal pathologies, toxicosis and intoxication during pregnancy time, birth injuries and so on.
In the structure of a speech defect with dysarthria leading are phonetic disorders. Violations phonetic aspects of speech are difficult to correct and negatively affect the formation phonemic, lexical and grammatical components of the speech functional system, causing secondary deviations in their development. These violations also have a negative impact on development of phonemic hearing.
Phonemic hearing- this is an innate ability that allows you to recognize the presence of a given sound in a word, to distinguish between words consisting of the same phonemes, distinguish words that differ in only one phoneme.
In case of violation phonemic hearing The child has difficulty identifying incorrect sounds in his speech. And this leads to difficulties in producing sounds.
However, it is very often difficult to organize systematic classes with the child on purposeful formation phonemic hearing. Of great help in this matter are classes with parents. An effective, cost-saving method time for speech therapists and parents, for explanation by a speech therapist parents about the concept« phonemic awareness» Information booklets may appear. These booklets contain all the necessary information to parents about phonemic awareness and exercises for shaping and correcting phonemic hearing. This booklet contains only examples of exercises. You can publish such booklets once a month (two month) and change exercises as needed development of phonemic hearing in every child.
First you need to introduce parents with the concept of phonemic awareness. You can use this text:
As is known, speech and hearing is inseparable, connected: even a slight decrease hearing is a significant obstacle to the formation of correct speech. We are talking, so to speak, about the physical hearing. But no less important is phonemic awareness. What it is? Phonemic hearing- this is the ability to distinguish speech sounds, to isolate them from the general sound of a word.
The delay inevitably affects the child’s literacy skills, even if there are no noticeable defects in oral speech. Without the ability to distinguish sounds in a word, isolate and combine them, it is impossible to master the skills of correct reading and writing.
How develop phonemic awareness for parents at home? In our booklet we offer you exciting games for development of phonemic hearing.
1."Ears - rumors". Target: consolidate the ability to differentiate sounds, develop auditory attention. Parent shows wooden, metal spoons, crystal glasses. Children name these objects. Parent invites you to listen to how these objects sound. Having installed the screen, he reproduces the sound of these objects in turn. Children recognize sounds and name the objects that make them.
2. “Where is it ringing?” Target: develop auditory attention, the ability to navigate in space with eyes closed. Children stand with their eyes closed. Parent with a bell, he moves silently around the group and rings. Children, without opening their eyes, point with their hand in the direction of the sound source
3. Finger play "Storm"
Target: coordinate the movement with the text, taking into account changes in the dynamics and tempo of the sound. Parent reads the words of the game, and children perform movements according to the text.
Drops dripped (knock on the table with two index fingers).
It's raining (quietly knock with four fingers of both hands).
It pours like a bucket (tapping loudly with four fingers).
It started hailing (knock their finger bones, knocking out a fraction).
Thunder (drum your fists on the table).
Lightning flashes (draw lightning in the air with your fingers, make the sound sh).
Everyone quickly runs home (clap your hands, hide your hands behind your back).
4. Answer – slowly. Target: improve phonemic awareness, name words with a certain sound, determine the place of the sound in a word, select words in a sentence with the same sound. Offer several tasks for intelligence, check how children have learned to hear and highlight certain sounds in words.
Think of a word that begins with the last sound of the word palas.
Remember the name pets, in which the last sound of the word nose would be (dog, pig)
Choose a word so that the first sound is m and the last sound is a (Masha, car, fly)
What word will you get if you add one sound to the syllable rho? (Mouth, rum, horn)
Make up a sentence in which all words begin with the sound p (Petya gave Pavlik a pyramid.)
5. Correct Dunno's mistakes. Target: develop phonemic awareness, distinguish between hearing words, pronounced incorrectly, determine the place of sound in a word, divide words into syllables, come up with simple and complex sentences. “Dunno was visiting his grandmother in the village and this is what he saw there. Listen carefully and correct mistakes":
The scythe jumped over the fence.
Kola produces delicious milk.
The rosh is chewing juicy grass.
The hummock catches the mouse.
As already suggested above, to issue such booklets with some frequency, it is not worth giving parents a lot of exercises at once. It is better to carefully work out each exercise in order to move on to more complex ones.
Publications on the topic:
“Work on the development of phonemic hearing” From experience in preparing children for school Currently, new, higher requirements are being placed on preschool education and preparing children for school. The main task of anyone.
Development of phonemic hearing in children of primary preschool age through didactic games and play exercises The theme of the pedagogical concept is: “Development of phonemic hearing in children of primary preschool age through didactic teaching.
Card index of games for the development of phonemic hearing in children of primary preschool age“Development of phonemic hearing in children of primary preschool age through a didactic game” Game “Train” No. 1 Goal: To develop speech.
Summary of educational activities for the development of phonemic hearing for children of the senior group “What we know and can do” Abstract of GCD for children of the senior group on the development of phonemic hearing "What we know and can do" Topic: Differentiation of sounds B - B. Purpose:.
Summary of educational activities for the development of phonemic hearing in the senior group for children with mental retardation “Tasks of the Snow Queen.” Summary of educational activities for the development of phonemic hearing. Topic: Quests of the Snow Queen. Objectives: Correctional and educational: Clarify and expand.
The process of mastering correct sound pronunciation is carried out on the basis of close interaction of sensory and motor functions, ensuring the unity of the speech system. On the one hand, the correct assimilation of the sound side of speech is largely determined by the development of the perceptual and phonemic level of perception. On the other hand, during the development of speech, the auditory analyzer is influenced by the speech motor analyzer: the child hears and perceives sounds in accordance with how he pronounces them. Sounds that a child pronounces correctly are better distinguished by hearing, and vice versa.
Thus, for the correct formation of the sound side of speech, the child must have not only an articulatory apparatus prepared for this, but also
be able to hear well and distinguish between correctly and incorrectly pronounced sounds in one’s own and others’ speech.
Impairments in the formation of phonemic hearing in children with erased dysarthria may be secondary. This kind of disturbance is observed in the pathology of speech kinesthesia, which occurs with motor lesions of the speech organs; a violation of phonemic hearing of a secondary nature appears in children with erased dysarthria, and the degree of its severity depends on the degree of severity of the dysarthria itself. Children poorly perform exercises on distinguishing words that are similar in sound (based on pictures), on selecting pictures for a given sound, on recognizing syllables, etc.
In children with erased dysarthria, due to the presence of pathological symptoms in the articulatory apparatus (hypertonicity, hypotonicity, deviation, hyperkinesis, hypersalivation, etc.), the motor skills of the articulatory organs are disrupted, and the quality of articulatory movements deteriorates. This motor deficiency has a negative impact on the formation of phonemic hearing. Violations of this first link prevent the full assimilation during the learning process of mental operations that make up phonemic perception. In this regard, phonemic representations, skills and abilities to carry out phonemic analysis in mental terms are not formed. Thus, disruption of the interaction between the auditory and speech-motor apparatus leads to insufficient mastery of the sound composition of a word, and this, in turn, affects the processes of mastering writing and reading.
Violation of clarity of articulation during speech, generally slurred speech of children with erased dysarthria does not allow the formation of clear auditory perception. Often children do not control their sound pronunciation. Violations of kinesthetic control and auditory differentiation are the cause of persistent violations of the phonetic and prosodic aspects of speech.
Our research devoted to the study of the state of phonemic hearing in children with erased dis-
zarthria, showed that in some children difficulties begin already at stage I, i.e. when differentiating non-speech sounds. Differentiation of non-speech sounds indicates the state of auditory attention and is a prerequisite for the formation of phonemic hearing. An interesting observation is the anamnesis data. Almost all children who have had problems differentiating non-speech sounds are diagnosed with adenoid growths (grades II-HI) by an otolaryngologist. Another important observation is that familiar sounds, often encountered in everyday life and in classes, are distinguished by children better than sounds perceived for the first time or unfamiliar ones.
In most children, when studying rhythmic abilities in the perception and reproduction of rhythmic series, errors are noted both in determining the number of beats and in transmitting the rhythmic pattern of samples. Due to unstable auditory attention, some tests are performed on the second or even third attempt. In this case, motor awkwardness clearly appears. Some children may not be able to complete the task. Children refuse the task.
When studying the discrimination of identical sound complexes and words of similar sound composition, children with erased dysarthria represent a heterogeneous group. Violations are observed in everyone, but manifest themselves in varying degrees of severity. Many children do not correct tasks completed with errors on their own. Children often do not notice mistakes. It is difficult to complete tasks on isolating and distinguishing words that are similar in sound composition. In this task, you are required to clap your hands if the speech therapist pronounces a word incorrectly among many words. (hat - hat - hat- hat and so on.).
All children experience pronounced difficulties in differentiating syllables and phonemes. Only after several attempts (2-4) do children manage to differentiate a vowel from a number of other vowel sounds. When differentiating syllables with oppositional consonants: voiced - voiceless, hard - soft - all children provided
appear insolvent. When studying the differentiation of syllables and phonemes, one-third of the children revealed auditory-verbal memory impairments.
Difficulties arise not only when differentiating sounds that differ in subtle acoustic-articulatory features, but also when distinguishing more contrasting sounds.
In some children with erased dysarthria, the main difficulties are revealed only when reproducing a chain of syllables (based on preserved sounds). Typical violations are expressed in the assimilation of the second syllable to the first, in rearrangements of syllables in a chain of syllables.
To successfully overcome phonetic, lexico-grammatical disorders, and to prevent dysgraphia and dyslexia, many authors recommend the advanced formation of phonemic hearing. In addition, good phonemic awareness will help children distinguish various prosodic characteristics in the speech of others and will allow them to successfully overcome prosody disorders.
Diagnosis of the development of phonemic hearing in children with erased dysarthria (According to Arkhipova E. F.)
The proposed system for examining phonemic hearing includes methods traditional for speech therapy practice for assessing children's speech.
The system is of a test nature, the procedure for its implementation and the scoring system are standardized, which allows you to clearly present the picture of the defect and determine the severity phonemic hearing disorders. In the future, the system is convenient for tracking the dynamics of the development of a child’s phonemic hearing and the effectiveness of correctional interventions.
In order to more accurately qualify phonemic hearing impairment, it is useful to determine which operations are not fully developed in the child. The scoring of the results in the aggregate gives a complete picture of the picture of the violation and, what is especially important, allows you to develop a targeted strategy correctional work.
The system is adapted for examining phonemic hearing in children with severe dysarthria. It consists of a series of tests to examine the prerequisites for the formation of phonemic hearing and phonemic hearing itself in children with erased dysarthria. 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.
The system includes the following samples. 1) recognition of non-speech sounds; 2) distinguishing the height, strength, timbre of the voice; 3) distinguishing words that are similar in sound composition; 4) differentiation of syllables; 5) differentiation of phonemes; 6) basic sound analysis skills.
When studying phonemic hearing, tasks that exclude pronunciation are used so that difficulties in sound pronunciation do not affect the quality of its performance. 1. Recognition of non-speech sounds
Goal: To identify children’s ability to recognize non-speech sounds. 1. Instructions: “Listen carefully and say or show what it sounds like.” Children are asked to determine by ear which instrument sounds: tambourine, rattle, bell. 2. Instructions: “Listen carefully and determine what sounded.”
Car horn - ringing bell - pouring water - hitting a tambourine 3. Instructions: “Tell or show.” - What's the noise? - What's buzzing? -Who's laughing? - What does it sound like? - What's rustling?
For research, the speech therapist offers games with musical instruments, different types of boxes (metal, plastic, wood, glass), when you tap on them you can hear different sounds; the child is also shown objects familiar to him (pencil, scissors, a cup of water and an empty cup, paper), and without visual support the child is asked to determine what he will hear and talk about the adult’s actions as fully as possible.
4. Instructions: “I will hide the toy, and you will look for it. If you are close, the drum will play loudly, if you are far away, it will play quietly.” 5. Instructions: “I will cover the hares, and you guess which hare played the drum. The big hare’s drum plays loudly, but the little hare’s drum plays quietly.” 6. Instructions: “Look at the toys and remember how they sound. Now I’ll close them, and you guess which toy made the sound.”
1. Instructions: “Turn around and guess which of the children called you.” The child is called by name - 4 times (each time a different person). They say the short [ay] 4 times (each time to a different person). 2. Instructions: “Listen carefully and guess who is screaming like that, pick up the right picture”:
Cat - kitten; meow (low) meow (high) - pig - piglet; oink (low) oink (high) - goat - kid; me (low) me (high) - cow - calf mu (low) mu (high)
The speech therapist distributes pictures to children with images of animals - adults and cubs. Children, focusing on the nature of onomatopoeia and at the same time on the pitch of their voice, should raise the corresponding pictures. Each onomatopoeia sounds either in a low or in a high voice.
3. Instructions: “Listen to how the kittens meow, the white one is close, and the black one is far away.” (The speech therapist behind the screen imitates voices.) “Tell me, show me which kitten is close and which one is far away?” Meow (loud) - white; Meow (quietly) - black. 4. Instructions: “Listen to the dog and puppy barking. (The speech therapist behind the screen imitates the voices of animals.) Show me, tell me who barked.” Av (low) - dog; Av (high) - puppy. 5. Instructions: “Listen and guess which bear from the fairy tale “The Three Bears” is speaking.” The speech therapist pronounces phrases either in a very low, then in medium pitch, or in a high voice. - Who slept on my bed? (low) - Who ate from my bowl? (medium) - Who was sitting in my chair? (high)
Evaluation criteria: 4 points - accurate completion of the task 3 points - makes minor mistakes 2 points - completed 0.5 tasks correctly 1 point - more than 0.5 tasks completed incorrectly 0 points - refusal or failure to complete the task. These tests make it possible to determine how much a child distinguishes identical sound complexes that differ in voice strength, pitch, character, timbre and emotional coloring.
3. Distinguishing words that are similar in sound composition Purpose: To study the skills of distinguishing words that are similar in sound composition. 1. Instructions: “If I name the picture incorrectly, clap your hands, if I name the picture correctly, don’t clap”:
hat, slyapa, shyapa, flyapa, hat; baman, panan, banana, wavan, bavan;
tanks, funky, shanks, tanks, syanks; vitanin, mitavin, phytamine, vitamin; paper, tumaga, pumaga, paper, paper, bubaka; album, aibom, yanbom, almom, alny; chick, chick, chick, tint, chick, chick; kvekta, kvetka, cell, kletta, tletka
The speech therapist shows the children a picture and clearly names the image. Children, guided by the picture, must identify a sample by ear from a number of distorted versions of a given word.
2. Instructions: “Show me where, for example, the bow is the hatch.” (The study is carried out using pictures for quasi-homonym words.) [p - b, p" - b"]: kidney - barrel, arable land - tower, port - board, saw - beat; [t - d, t" - d"]: wheelbarrow - dacha, melancholy - board, pillow - tub, mud - Dina; [k - g, k" - g"]: class - eye, bark - mountain, tracing paper - pebbles, whale - guide, mole - grotto; [f - v]: Fanya - Vanya, owl - sofa; [l - v, l" - v"]: gloss - wax, boat - vodka, lenok - wreath; [l - i, l" - th]: jackdaw - nut, table - stop, pebble - nut; " [r - l]: horns - spoons; : rose - vine, temple - trash, turnip - modeling, marina - raspberry; [s - z]: soup - tooth, cod - bunny, dew - roses, scythe - goat; [s - c]: light - color, fox - faces; [w - w]: ball - heat, Lusha - puddle; [h - sh]: bangs - crack, crying - cloak, daughter - rain; [h - w]: chock - Shurka, hummock - cat; [h - t"]: bang - heifer, stove - Petka, river - radish; [s - w]: helmet - porridge, cape - mouse, mustache - already; [s - f]: bough - beetle, cheese - fat , mustache - ears; [s - w]: forest - bream, plus - ivy; [s - h]: cod - seagull, nose - night; m"]: Bear - mouse; [l - l"]: ate - spruce, Julia - yula.
This technique reveals pronounced deficiencies in phonemic hearing. Note: words that are semantically complex are used for examination only after their meaning has been clarified and their presence in passive speech.
Different methods of semantization are used:
1. Visually effective method - explain words by showing an image of an object or action.
2. Verbal-contextual method - explain with the help of synonyms, phrases, in sentences. 3. Mixed method - explained by showing pictures and including the word in a context accessible to the age of the children. 3. Instructions: “Are the words the same or different? Explain their meaning." Shadow - day, fishing rod - duck, mouse - bear, scythe - goat, daughter - dot, puppy - son, cancer - varnish. 4. Instructions: “Look at the pictures. I will name them, and you arrange these pictures in the order in which I will name them.” Lexical material: poppy, crayfish, tank, varnish, juice, bough, house, lump, scrap, catfish, goat, scythe, puddles, skis. 5. Instructions: “Look at the pictures on your desk and on the board. You must match your picture with the one whose name sounds similar.”
Subject pictures: lump, house, bough, bow, branch, cage, skating rink, scarf, slide, crust. These tests reveal insufficiency of acoustic analysis, weakness of auditory-verbal memory, as well as difficulties in semantic differentiation of words. Evaluation criteria: 4 points - accurate completion of the task 3 points - makes minor mistakes 2 points - completed 0.5 tasks correctly 1 point - more than 0.5 tasks completed incorrectly 0 points - refusal or failure to complete the task.
4. Differentiation of syllables Purpose: To determine the ability to differentiate sounds by opposition: voiced - deaf, hard - soft, whistling - hissing, etc.
1. Instructions: “Show the circle when you hear a new syllable.” na-na-na-pa ka-ka-ga-ka 2. Instructions: “Listen to the syllables and tell me which one is extra.” Lexical material: na-na-na-pa; pa-ba-pa-pa; ka-ka-ha-ka. 3. Instructions: “Listen carefully and repeat the syllables after me as accurately as possible.” (The speech therapist pronounces the syllables, covering his mouth with a screen.) yes-ta-da ba-pa-ba ga-ka-ga ta-da-ta pa-ba-pa ka-ga-ka sa-sha-sa for-sa-za tsa-sa-tsa sha-sa-sha sa-za-sa sa-tsa-sa zha-sha-zha cha-cha-cha sha-cha-sha sha-zha-sha cha-cha-cha cha-cha-cha ra-la-ra la-ra-la
Note: 1. They offer syllables that use sounds that are correctly pronounced and automated in the child’s speech. 2. If the task of reproducing a series of three syllables is inaccessible to the child or it causes significant difficulties, which may be associated with a decrease in auditory memory by a series, then tasks consisting of two syllables can be offered. Particular attention should be paid to perseveration, when the child cannot switch from one sound to another.
4. Instructions: “When I name the same syllables, you will clap, if they are different, then you will stamp.” Lexical material: pa-da, pa-pa, ka-ga, ga-ga, fa-va.
Evaluation criteria: 4 points - accurate completion of the task 3 points - makes minor mistakes 2 points - completed 0.5 tasks correctly 1 point - more than 0.5 tasks completed incorrectly 0 points - refusal or failure to complete the task
5. Phoneme differentiation Objectives: 1. Study of phoneme differentiation skills.
2. Checking readiness for the formation of sound analysis. I. Instructions: “I will make a sound, and you pick up the desired picture.” Children, relying on the presented sample (the train is humming - ooh-ooh, the girl is crying - a-a-a, the bird is singing - e-e-e, the cow is mooing - mmm, the hammer is knocking - t-t- t, the wind howls - v-v-v, etc.) must pick up the corresponding pictures, which the speech therapist distributes in advance. U - train T - hammer A - child B - wind I - bird Z - mosquito M - cow E - beetle
2. Instructions: “Clap when you hear the sound “A.” The speech therapist pronounces a group of vowel sounds - [a, o, u, i, s, a, e]. 3. Instructions: “Raise the red circle when you hear the sound A.” (Green circle - sound [i], yellow circle - sound [u].) The speech therapist repeats a group of vowel sounds - [a, u, i, s, a, e, and; a, y, and, y, a, and, and, a, y, and]. 4. Instructions: “Clap when you hear the sound “m.” The speech therapist pronounces a group of consonant sounds - [n, p, m, t, k, m, n, k]. 5. Instructions: “Listen carefully and repeat after me”: - ao, ua, ai, io
Aiu, iao, uao, oii - aoui, ioua, iyou, aoyu This task allows you to assess both the serial organization of speech movements and the features of phonemic hearing. 6. Instructions: “Raise your hand if you hear a sound.” Discrimination of the sound under study among other speech sounds. [w]: [s, w, c, h, w, sh]; [sch]: [w, s", sch, h, c, sch]; [ts]: [t, s", c, t", w, c]; [h]: [h, w, t" , h, s", h]; [s]: [s, s", w, c, s, h].
Evaluation criteria: 4 points - accurate completion of the task 3 points - makes minor mistakes 2 points - completed 0.5 tasks correctly 1 point - more than 0.5 tasks completed incorrectly 0 points - refusal or failure to complete the task
6. Skills of elementary sound analysis Purpose: Study of the skills and abilities of performing elementary sound analysis. 1. Instructions: “Place as many circles as the sounds I made”: ay iou
2. Instructions: “Put a circle on the table when you hear the sound “m” (mooing of a calf); put a triangle when you hear the sound “r” (motor)”: mouse, mosquito, board, window, frame, house, fish, firewood, table, ball. 3. Instructions: “Raise a circle when you hear the sound “a” in a word, raise a square when you hear the sound “o”, raise a triangle when you hear the sound “u”: Anya, stork, wasps, duck, Olya, Inna, street . 4. Instructions: “As many sounds as I name, you will make as many circles”: a, aui, iua, aui. 5. Instructions: “Arrange the pictures into two piles. In one there are words that end with the sound “t”, and in the other - with the sound “k”. Subject pictures: broom, tank, mouth, umbrella, whip, spider. 6. Instructions: “I will show and name the picture, not in its entirety, and you will pronounce this word in its entirety.” Subject pictures: broom, tank, mouth, cat, spider, juice, plane, hippopotamus. tan-ro-
pau-coveni-so-samole-behemo- 7. Instructions: “Name the first sound in the word”: stork Ivan duck watermelon Ilya snail album needle street
8. Instructions: “Come up with 2 words for the sounds: “a, u, and.”
9. Instructions: “Name the first sound in the word”: raspberry waves cabbage milk waffles cat
10. Instructions: “Name the first and last sounds in the word”: needle hut street wasps donkeys antelope
Evaluation criteria: 4 points - accurate completion of the task 3 points - makes minor mistakes 2 points - completed 0.5 tasks correctly 1 point - more than 0.5 tasks completed incorrectly 0 points - refusal or failure to complete the task
Note: 1. Tasks for studying the skills of elementary sound analysis allow you to examine a higher level, i.e. phonemic awareness, which involves mental operations to analyze the sound composition of words. 2. If necessary, explain the meanings of words that are used in lexical material, i.e. carry out semantization.
1. Phonemic hearing is the ability to isolate and distinguish phonemes of the native language, which is formed from 6 months of age to 1 year 7 months. fine. 2. The decisive factor in the development of a child’s phonemic hearing normally is the development of his speech in the process of communicating with surrounding loved ones. 3. Phonetic hearing is formed on the basis of phonemic hearing and exercises control over syllable rows in speech. 4. Phonemic hearing and phonetic hearing, interacting, make up speech hearing, which is responsible for the sound-syllable structure of the child’s speech. 5. Phonemic perception, as mental operations for sound analysis, is formed in the process of special training. 6. In some cases, phonemic hearing impairment in children with erased dysarthria is secondary. 7. Impaired motor skills of the organs of articulation negatively affect the formation of phonemic hearing. 8. Violations of kinesthetic control and auditory differentiation are the cause of persistent violations of the phonetic and prosodic aspects of speech. 9. Phonemic hearing impairments manifest themselves in difficulties in distinguishing non-speech sounds, quasi-homonyms; distinguishing the height, strength, timbre of the voice; differentiation of syllables and phonemes. 10. Words that are complex in semantics are used for examination only after their meaning has been clarified and they are available in the passive dictionary. If necessary, use different methods of semantization.
Development of phonemic hearing in preschool children
With dysarthria through a system of game exercises
The development of phonemic hearing began from the very first stages and was an integral part of many correctional methods. She conducted games and exercises to develop phonemic hearing during speech therapy classes.
Also, the development of phonemic hearing cannot be considered in unity with those speech-motor processes that accompany the pronunciation and isolation of speech sounds. The resulting auditory and kinesthetic sensations were used as mutually determining components. Therefore, when conducting exercises, I attracted the children’s attention not only to sound, but also to articulation.
All work with dysarthria and speech underdevelopment was carried out in a comprehensive manner. It included:
Development of general, fine and articulatory motor skills;
Correction of sound pronunciation (production, automation, differentiation of sounds);
Development of phonemic hearing perception, formation of phonemic perception;
Work on the syllable structure of the word;
Expansion and enrichment of the vocabulary (active and passive);
Development of grammatical structure of speech;
Formation of coherent speech;
Formation of intonation-expressive aspects of speech;
Developing self-control over speech;
Formation of practical skills, skills of using correct speech.
All correctional work on the development of phonemic hearing in children with dysarthria is conditionally divided into 6 stages:
Stage 1 – recognition of non-speech sounds;
Stage 2 – distinguishing identical words, phrases, sound complexes and sounds by pitch, strength and timbre of the voice;
Stage 3 – distinguishing words that are similar in sound composition;
Stage 4 – differentiation of syllables;
Stage 5 – differentiation of phonemes;
Stage 6 – development of sound analysis skills.
The development of phonemic processes in preschool children with dysarthria at each of the indicated stages of speech therapy intervention was carried out as follows.
Stage 1:
At the first stage, in the process of special play exercises, children developed the ability to recognize and distinguish non-speech sounds. With children whose analyzer activity is not so perfect, I first worked on clarifying and organizing auditory perceptions in general, preparing the basis for special work on the development of speech hearing.
In the very first lessons, I taught children to recognize and place the sounds of the surrounding reality: what is making noise? (trees) what's buzzing? (car), who's screaming? (boy), how do the leaves rustle under your feet?, how does the bell ring?, how do children’s feet stomp?, who and how gives a voice: “e-go-go” - the horse screams, who said: “meow”, etc.
She used games with movements aimed at enhancing the perception of sounds: the train hums, letting off steam; the plane flies, the engine roars; mosquitoes fly and ring. They can be used in speech therapy classes as physical exercises.
I paid special attention to identifying sounds in the surrounding reality that coincide with the sounds of our speech, for example: a horn is buzzing - ooooh; an angry goose hisses - sh-sh-sh; the dog growls - r-r-r, etc.
She used games with movements aimed at leading to the perception of sounds: the train hums, releasing steam; the plane flies, the engine roars; mosquitoes fly and ring. They can be used in speech therapy classes as physical exercises.
Below are descriptions of a number of games that I successfully used at this stage.
1. “Noisy boxes.”
I took two sets of small boxes (for myself and for the child), filled them with various materials, which, if the box is shaken, make different sounds (sand, cereals, peas, buttons, paper clips, paper balls, buttons, etc..). Taking a box from my set, I shook it, the child, closing his eyes, listened carefully to the sound. Then he took his boxes and looked among them for one that sounded similar. The game continued until all pairs were found. This game has many variations: the adult shakes several boxes one after another, the child remembers and repeats the given sequence. They didn’t forget to switch roles and they were sure to make mistakes.
2. She called the driver and, when he turned away or closed his eyes tightly, hid some toy. The driver had to find it based on the force of the drum beats. The child came close to the place where the toy was hidden - the drum beat loudly, if it moved away - quietly. This game was repeated in many lessons, while varying the sounds that guided the child’s search, hitting a tambourine, ringing a bell, clapping, etc. I tried to ensure that the strength of the sounds changed gradually, smoothly: from loud to sounds of medium strength and quiet.
3. The children stood in a circle. She suggested that they pass a bell behind their back without the driver noticing. The bell rang in different places in the circle. The driver guessed and showed which child the bell was ringing behind.
4. Showed several bells with different sounds. Together with the guys, we named the bells according to their sound. Bell - “father”, “mother”, “daughter”, “son”. Then they covered the bells with a screen, and asked them to guess: “Who came to you?” (successive sounding of two bells). “Who came for whom?” (successive sounding of two bells).
5. I placed two toy hares on the table, a large one and a small one. She explained and showed how a big hare, who has a lot of strength, plays the drum - loudly, strongly, and like a small one - quietly, weakly. Then she covered the toys with a screen and behind it played either loud or quiet beats on the drum. The child guessed and showed which of the hares had just played. She replaced the hares with dolls of different sizes, mice, monkeys, etc.
6. Placed several objects (or voiced toys) on the table. Manipulating with objects (she tapped a pencil on a glass, rattled a rattle), then she invited the child to listen carefully and remember what sound each object made. Then she covered them with a screen and asked them to guess which one was ringing or rattling now. This game was varied: the number of objects was increased, objects and toys were changed, gradually making it more difficult for children to identify non-speech sounds. The latest versions of this game were: several voiced toys or several objects were placed in a row (for example: a glass, a cup, a metal mug, a ceramic mug and a wooden barrel), sounding in such a way that it seemed difficult for children to distinguish them. The number of sounding objects in such a game gradually increased from two to five.
7. Demonstrated to the child what sounds various objects make: a ball hitting the floor; - a ball rolling in a glass jar; newspaper, if crushed, crumpled; a chair, if you move it, etc. Then she performed the same actions, but in a different sequence, behind a screen. The child should perhaps tell more fully and accurately what they hear each time.
Stage 2:
Gradually, work on the material of non-speech sounds moved on and covered speech sounds correctly pronounced by children, and then those that were re-produced (or corrected) and introduced into independent speech.
During the development of speech hearing, work proceeded from discrimination and recognition to perception and representation, from auditory-visual perception to auditory perception.
Auditory visual perception of speech is easier than auditory perception. When a child has difficulty perceiving words by ear, one needs to move on to auditory-visual perception.
Throughout the second stage, she taught children to distinguish identical words, sound complexes and sounds, focusing on different pitches, strength and timbre of the voice.
I used the following game exercises:
1. The children were asked to take turns calling the name of the driver, who stood with his back to them. The driver determined and showed who called him. Then the game became more complicated: the children, each time in turn, shouted to the driver: “Ay!”, He guessed who was shouting. And the last version of this game was that the children had to guess whether the driver in the “forest” was shouting far or close: he said: “Ay!” sometimes loud, sometimes quiet.
2. Showed the child a toy kitten or a picture of a kitten, and asked them to listen carefully and remember how it meows close (loudly) and how far away (quietly). Then she said: “Meow!”, changing the strength of her voice, the children guessed whether the kitten was meowing close or far away. Then she asked the children to meow on the command: “Close” or “Far.”
The further version of the game was as follows. The speech therapist explained to the child that the kitten was very afraid of the puppy and meowed pitifully, trembling and freezing. Each child meowed in turn, feigning fear, and the driver guessed which of the children it was, focusing on the timbre of his voice.
Similarly, classes were conducted in which children learned to distinguish where the steamboat was humming (oooh), far away (quietly) or close (loudly); what kind of pipe is playing: a big one (in a low voice) or a small one (in a high voice), etc.
3. Displayed toys or pictures of three bears - large, medium and small - in front of the children. Then, she told the tale of the three bears (in an abbreviated version), pronouncing the corresponding lines and onomatopoeia in a very low, medium-high and high voice. The children guessed and showed which of the bears could say that.
4. The child was given pictures of domestic animals and their young: a cow and a calf, a goat and a kid, a pig and a piglet, etc. She pronounced each onomatopoeia in either a low or high voice (mu-u-u, be-e-e, oink-yu-yu, etc.). Children, focusing on the sound complex and the pitch of the voice at the same time, raised the corresponding picture.
3 stages:
During classes at this stage, children learned to distinguish words that were similar in sound composition.
1. Showed the children a picture and loudly and clearly called it: “Wagon.” Then she explained to the children: “I will name this picture either correctly or incorrectly, and you listen carefully. If I make a mistake, you will clap your hands.” She said: “Wagon - wagon - wagon - wagon - fakon - wagon,” etc. Then she showed the children a piece of paper and called it: “Paper - pumaga - tumaga - paper - pumaka - bumaka,” etc., and the children, having heard the incorrectly spoken word, clapped their hands.
The complications of such game exercises were as follows. The children were asked to raise a red circle if the speech therapist made a mistake, and a green one if, in their opinion, the word was pronounced correctly. This requires more attention from the child.
2. The following pictures were displayed on the typesetting canvas in one line: lump, tank, bough. The child was offered one picture at a time, which he must place under the picture whose name was closest in sound. As a result, the typesetting canvas produced approximately the following rows of pictures: lump, tank, bough; house, cancer, bow; catfish, poppy, beetle.
3. I displayed pictures on a typesetting canvas, the names of which were very similar in sound. For example: crayfish, varnish, poppy, tank, juice, bough, house, lump, crowbar, catfish, goat, braid, puddles, skis, etc. Then she named 3-4 words in a certain sequence, and the child selected the corresponding pictures and arranged them on the typesetting canvas in the named order.
Stage 4:
At this stage, children are prepared to learn to distinguish syllables.
Gradually during this period, children mastered the ability to distinguish all oppositional sounds: whistling and hissing, voiced and voiceless, fricative and plosive, hard and soft. It is clear that in the game the selection of syllables for naming and differentiation varied depending on the pronunciation capabilities of the children and on the sequence of all sound work as a whole.
Gradually during this period, children mastered the ability to distinguish all oppositional sounds: whistling and hissing, voiced and voiceless, fricative and plosive, hard and soft.
1. Showed the children a picture and loudly and clearly called it: “Wagon.” Then she explained to the children: “I will name this picture either correctly or incorrectly, and you listen carefully. If I make a mistake, you will clap your hands.” She said: “Wagon - wagon - wagon - wagon - fakon - wagon,” etc. Then they showed the children a piece of paper and called it: “Paper - pumaga - tumaga - paper - pumaka - bumaka,” etc., and the children, having heard the word spoken incorrectly by the teacher, clapped their hands.
At first I took words that were easy in sound composition, then more complex ones.
The complexity of such game exercises also consisted of the following. The children were asked to raise a red circle if the speech therapist made a mistake, and a green one if, in their opinion, the word was pronounced correctly. This requires more attention from the child.
2. The following pictures were displayed on the typesetting canvas in one line: lump, tank, bough. The child was offered one picture at a time, which he must place under the picture whose name was closest in sound. As a result, on the typesetting canvas we got approximately the following rows of pictures: lump, tank, bough; house, cancer, bow; catfish, poppy, beetle.
3. I displayed pictures on a typesetting canvas, the names of which were very similar in sound. For example: crayfish, varnish, poppy, tank, juice, bough, house, lump, crowbar, catfish, goat, braid, puddles, skis, etc. Then 3-4 words were called in a certain sequence, and the child selected the corresponding pictures and arranged them on the typesetting canvas in the named order.
Stage 5:
At the fifth stage, children learned to distinguish phonemes of their native language. Moreover, the work began with the differentiation of vowel sounds. She handed out pictures to the children depicting a train, a girl, a steamship and explained: “The train is humming: oooh,” “The girl is crying: ah-ah.” Then she alternately pronounced these sounds, first elongated: a-a-a-a-a-a or u-u-u-u-u. Reacting to the named sound, the children picked up the corresponding pictures. The game then became more difficult as follows:
1 . She pronounced these sounds briefly: a, u.
2. Instead of pictures, the children were given mugs of three colors. She explained to the children that red, for example, corresponds to the sound “a”, yellow to the sounds “i”, green to the sound “yu”.
3. The series of these vowels “a”, “u” also included other sounds, for example, “o”, “s”, “e”, to which children should not react.
Work on the differentiation of consonant phonemes was carried out in a similar way.
Stage 6:
The task of the last stage of classes is to develop children's sound analysis skills. I began this work by teaching children to determine the number of syllables in a word and to be able to represent one- and two-syllable words by clapping. She explained and showed the children how to clap words of varying complexity and how to highlight the stressed syllable. Then, according to the assignment, the children practiced clapping various words suggested by me.
Next, the children learned to analyze vowel sounds by doing exercises, then to analyze consonant sounds. In this case, a certain sequence must be observed: first, the last consonant sound in the word is highlighted; this is easiest to do if there is a voiceless plosive consonant at the end. These exercises varied, gradually making the tasks more difficult.
1. The children were given several multi-colored circles. The teacher pronounced one, two or three vowel sounds, for example, “a”, “au”, “io”, “o”, etc. The children placed on the tables the number of circles that corresponded to the number of circles pronounced by the teacher.
2. The children had three mugs of different colors on their tables, for example, red, yellow, green. It was agreed with the children that red corresponds to the sound “a”, yellow to the sound “u”, green to “i”. When the children remembered this, she pronounced a combination of these sounds, first two sounds at a time: “au”, “ui”, “ua”, “ai”. Then - three sounds: “aui”, “uia”, “uai”. The children laid out colorful mugs on the tables in a certain sequence. All other vowel sounds were analyzed in approximately the same way.
I started analyzing consonant sounds. In this case, a certain sequence was observed: first, she taught how to isolate the last consonant sound in a word; this is easiest to do if there is a voiceless plosive consonant at the end.
For this purpose, the following exercises were carried out:
1. The children were asked to go to the teacher’s desk and take turns pulling out specially selected pictures from an envelope depicting a whip, a cat, a spider, an ice skating rink, a tank, a poppy, a beetle, an onion, a bush, a broom, etc. The child approached the teacher’s desk and, taking a picture out of the envelope, named it loudly, clearly, emphasizing the last sound. Then the child repeated this sound separately.
This exercise varied and the task gradually became more difficult.
2. Having identified the last sound, the image of objects was laid out so that on one side of the typesetting canvas there were pictures whose names ended with the sound “t”, and on the other - with the sound “k”.
3. Show the children a picture and pronounce its name, omitting the last sound, for example: “ko...”, “pau...”, “veni...”, etc. Each child said another word and then said the sound that the teacher omitted.
The following game was used for this:
Game "LOTO".
A large sheet depicts pairs of objects, for example: horns-spoons, barrels-kidneys, etc. These same items are depicted on small cards.
At the beginning, I made sure that the children knew all the objects shown in the pictures and their names. Therefore, in the first part of the game, the children chose pictures according to the model - they showed the child a card with an image of an object, he found it and named the object. The second part of the game was carried out as follows: the child took a card, named the object depicted on it, looked for the corresponding object on the card, then found a card with a word that differed from the previous object in one sound, named it and looked for this object on a large map. When both cards were found, the child determined what was different between them.
The games and exercises carried out in the specified sequence contributed to the development of children's auditory attention and auditory memory, attention to the speech of others, helped to develop subtle acoustic differentiations, improved phonemic awareness, and prepared children for systematic further work on analyzing the sound composition of speech. With their help, there was a gradual transition from the development of phonemic hearing to work on sound analysis.
An example of using these exercises is presented in the notes for an individual lesson.
Game exercises are an effective means of developing phonemic awareness when:
There is an awareness of the child’s purpose and motivation for this activity
The teacher knows and understands the importance and basic requirements for the development of phonemic awareness.
When organizing activities to develop children’s phonemic hearing, I tried to attract teachers and parents. For this purpose, she developed methodological recommendations, organized a consultation on the topic “Basics of sound-letter analysis of words,” and individual conversations.
The problem of forming phonemic perception in children with erased dysarthria is one of the most relevant for the theory and practice of speech therapy. In the domestic literature, the term “erased form of dysarthria” is usually understood as a violation of the pronunciation side of speech, caused by insufficient innervation of the speech apparatus, associated with organic damage to the central and peripheral nervous systems. As R.E. points out. Levin, children with an erased form of dysarthria have underdevelopment of phonemic perception.
Research in recent years by L.V. Lopatina, N.V. Serebryakova found in these forms of speech pathology violations of phonetics and phonemics, which are common and persistent.
In children with erased dysarthria, the lack of full perception of phonemes makes it impossible to pronounce them correctly. Violations of the phonetic side of speech are difficult to correct and negatively affect the formation of phonemic, logical and grammatical components of the speech functional system, causing secondary deviations in their development.
In turn, the lack of clear auditory perception and control contributes to the persistent preservation of sound pronunciation defects in speech. Thus, blurred, incomprehensible speech in children with an erased form of dysarthria does not provide the opportunity for the formation of clear auditory perception and control.
This further aggravates the problems with sound pronunciation. Solving this problem is essential for the development of corrective action methods.
Diagnosis of erased dysarthria and methods of correction work have not yet been sufficiently developed. In the works of L.V. Lopatina, N.V. Serebryakova and E.F. Sobotovich raises issues of diagnosis, differentiation of education and speech therapy work in groups of preschool children with erased dysarthria. The problems of differential diagnosis of erased dysarthria and the organization of speech therapy assistance for these children remain relevant, given the prevalence of this defect.
According to L.V. Lopatina, in children with erased dysarthria, the existence of unclear articulatory images leads to blurring of the lines between auditory differential features of sounds. Thus, interference is created in distinguishing them. The speech motor analyzer in this case plays an inhibitory role in the process of perception of oral speech, creating secondary deviations in the auditory differentiation of sounds. In turn, the lack of clear auditory perception and control contributes to the persistent preservation of sound pronunciation defects (especially sound distortions) in speech.
An analysis of literary data on disorders of phonemic perception in children with erased dysarthria showed that this process is difficult to correct and negatively affects the formation of the lexical and grammatical components of the speech functional system, causing secondary deviations in their development. This made it possible to draw up a methodology for the ascertaining experiment.
Modified versions of N.N.’s methods were adopted as the basis for the methodology for studying phonemic perception in preschool children with erased dysarthria. Kitaeva, R.I. Lalaeva. When compiling the methodology for the ascertaining experiment, materials presented in the manuals of O.V. were used. Eletskoy, A.A. Tarakanova; O.V. Eletskaya, E.A. Loginova, G.A. Penkovskaya, V.P. Smirnova, A.A. Tarakanova, S.M. Timakova, D.A. Shchukina.
The modified technique consisted of several tasks:
Study of the state of sound pronunciation.
Study of auditory-pronunciation differentiation of phonemes:
Study of isolated phonetically similar phonemes:
Study of auditory-pronunciation differentiation of phonemes at the syllable level: series of two syllables, series of three syllables.
Study of auditory-pronunciation differentiation of phonemes on the material of quasi-homonym words.
Study of auditory differentiation of phonemes using the material of quasi-homonym words.
Experimental work was carried out at the Municipal Preschool Educational Institution No. 23 in Kushva in 2016. The experiment involved children aged 5.5 - 6 years with erased pseudobulbar dysarthria in the structure of OHP levels II - III.
30 people participated in the experimental study. All children who took part in the experiment formed two groups: the first experimental group included 15 people with erased dysarthria, the second control group included 15 people with normal speech development.
During the conversation with preschoolers, their parents, teachers, and analysis of anamnestic data, some features of all children in the experimental group were identified, namely:
lack of voluntary attention, auditory memory;
violations of the pronunciation of two or more groups of sounds;
the intonation and expressive coloring of speech is sharply reduced;
children's vocabulary lags behind the age norm;
underdevelopment of general and articulatory motor skills.
Children cannot concentrate attention for a long time, correctly distribute and maintain it on a specific object. Children are characterized by distracted attention, increased distractibility, low performance, and therefore learn educational material worse than in children with normal speech development.
Children in the control group have a certain level of cognitive and personal development characteristic of a given age.
They have a fairly large amount of memory, characterized by the appearance of indirectness and arbitrariness; children remember and reproduce poems and roles at children's parties well;
The development of attention is determined by such indicators as stability, volume, distribution, switching. Children in the CG show the ability to focus their attention and can maintain it while solving a wide variety of problems;
In the CG, indicators such as phonemic awareness, intonation expressiveness, and grammatical structure are sufficiently developed; all components of oral speech are also active. Children use almost all parts of speech, engage in word creation, and demonstrate a rich vocabulary. They actively communicate with adults, and they are interested in cognitive motives.
A study of the state of sound pronunciation in children from the EG showed that all examined children had polymorphic pronunciation disorders. Of all the defects in sound pronunciation, distortion predominated, i.e. phonetic defects, omissions and substitutions of sounds were less evident.
Among all the distortions in children from the EG, the most common were distortions of whistling and hissing sounds, namely: interdental sigmatism of whistling, hissing sounds; labiolabial sigmatism of sibilants; lateral sigmatism of sibilants.
No sound pronunciation disorders were detected in children in the control group.
In addition, in the hissing group there were replacements of the sounds Ш with С, Ж with З (in 2 cases); replacing Shch with Sb (2 cases), Ch with Th (in 4 cases), i.e. parasigmatisms.
The second most common distortions of vibrants were: velar rotacism (the soft palate vibrates), uvular rotacism (the small tongue of the soft palate vibrates), single-beat rotacism (the tip of the tongue touches the alveolar area once, there is no vibration), buccal rotacism (the lateral edge of the tongue vibrates, air passes into the cheek).
Moreover, the hard sound P was distorted more often, the soft sound Pb was more often replaced by L (in 3 cases) or Y (in 2 cases). In two children, omission of the sound R was observed. In many children in one group of sounds, in particular when pronouncing vibrants, one of the sounds was distorted, and the other was replaced with a substitute.
Violations of the pronunciation of the sounds L and L were less common: usually in the form of labial pronunciation (3 cases), in the form of omission of the sound L (2 cases), replacement of L with L (2 cases), L with J (3 cases).
Particular attention should be paid to complete omissions and replacements of sounds, which may affect the results of the study of auditory-pronunciation differentiation of phonemes.
Other sounds that appeared earlier in ontogenesis were not impaired in children from the EG. In addition, the results of the ascertaining experiment showed that in children from the EG, in contrast to their normally developing peers, numerous persistent errors were observed in differentiating acoustically and articulatorily close sounds.
The children of the experimental group made mistakes not only in the auditory-pronunciation differentiation of quasi-homonym words, series of syllables of two and, especially, of three syllables, but also when repeating isolated acoustically and articulatorily close sounds.
Difficulties in perceiving isolated sounds were noted only in 5 subjects from the EG. Of the sounds proposed in the task, the most errors were in pairs voiced - voiceless, and 5 errors were made when differentiating the sounds CH-SH (affricate and component).
At the same time, the children from the EG swapped the places of the sounds proposed for repetition (g-k instead of k-g); replaced one sound with another (ch-sh instead of ch-sch), got stuck on the first sound (Ch-Ch (instead of Ch-Sh)). All these errors were not related to pronunciation defects.
In the CG, only in one case did the child reverse the pronunciation of the sounds CH-SH. When repeating the task, the error was corrected.
The results of completing the next task of the methodology showed that the children of the EG experienced more difficulties in it than in the previous task; repetition of series of 3 syllables caused particular difficulties.
At the same time, children from the EG experienced the greatest difficulties in auditory-pronunciation differentiation of affricates and their components based on series of three syllables, for example, instead of “sha-cha-sha”, children repeated “cha-cha-cha” or “sha-cha-sha” instead of “tsa-ta-tsa” “tsa-tsa-tsa” or “tsa-ta-ta”, etc. At the same time, children rearranged syllables and replaced consonants in syllables that were subject to differentiation. At the same time, the children from the CG experienced virtually no difficulties in completing this series of tasks. For each group of differentiated sounds, 8 syllables were selected.
When reproducing a series of syllables of 3 components with oppositional sounds, children from the EG made the following errors:
Syllables were rearranged (instead of “ta-da-ta” - “da-ta-ta”),
They shortened rows of three syllables (instead of “sha-sa-sha” - “sha-sa”),
Syllables were added (for example, instead of “sa-sha-sa” - “sa-sa-sha-sa”),
We got stuck on one syllable (“tsa-ta-tsa” “tsa-tsa-tsa”).
Children in the control group did not make such mistakes.
The children from the CG coped well with this task; they made isolated mistakes and often used self-correction. In general, all children in this group showed high results; errors were encountered when differentiating sonorants and affricates.
In series of 3 syllables, children from the EG also made many mistakes when differentiating whistling and hissing phonemes, for example: instead of “sha-sa-sha” they repeated “sa-sha-sa; sha-sha-sha”, instead of “so-sho-so” - “so-so-so” or “so-so-so”, etc. Approximately the same number of errors were encountered when differentiating voiced and voiceless consonants in series of 3 syllables.
Fewer errors were encountered when differentiating hard and soft, as well as sonorant sounds, both on material of 2 and, especially, of three syllables.
In general, one can note a decrease in the average number of correct answers when reproducing series of 3 syllables compared to series of two syllables in children from the EG. This can be explained by the difficulties not only of phonemic perception, but also by the insufficient development of a number of mental processes: auditory attention (concentration, switchability) and memory in children of the experimental group.
When differentiating pairs of soft and hard sounds in series of both two and three syllables, children in the experimental group made the following errors: “nu-nu” -> “nu-nu”, “ga-gya-ga” -> “ga- ha-ha"; “Va-Vya-Vya” -> “Vya-Vya-Vya”, “Tya-Ta-Tya” -> “Tya-Tya-Tya”, etc.
Great difficulties were observed in differentiating affricates and their components. Errors in these groups of syllables most often consisted of perseverative getting stuck on the first syllable (“sha-cha-sha” -> “sha-sha-sha”; “cha-cha-cha” -> “cha-cha-cha”, “tsa” -sa-tsa” -> “tsa-tsa-tsa”, etc.), as well as in the rearrangement of the syllables of the series (“cha-cha-cha” -> “cha-cha-cha”).
Perhaps this is due not only to violations of phonemic perception, but also to difficulties in switching from one articulatory posture to another, with the phenomena of stuckness and perseveration caused by insufficient development of the speech motor analyzer in children with erased dysarthria.
A study of the perception of quasi-homonym words showed that children in the experimental group made the most mistakes in the auditory-pronunciation differentiation of the sounds Ch-Shch (bang-click, read-count), certain difficulties in repetition were caused by the differentiation of sonorant sounds by softness - hardness Pb - L (Marina - raspberry, fries - stings), the greatest difficulties for children in this group were caused by words in which the studied pairs of sounds were in the middle of the words (duck - fishing rod, Lusha - puddle, radish - river). Children from the CG did not experience any difficulties in pronouncing words - quasi-homonyms for each of the studied pairs of sounds; only in one case did a child in this group make a mistake (when pronouncing the pair of words bang - click), but immediately corrected himself.
A study of the ability of children from the EG to differentiate by ear the sounds of their native language that are similar in articulation and pronunciation at the level of quasi-homonym words showed that the children coped with this task much better, the results were higher. It should be noted that during auditory differentiation, affricates and their components cause certain difficulties in children of this group; the smallest number of correct answers corresponds precisely to those pairs of words that have the sounds CH-SH, CH-SH.
Children from the CG did not make errors in differentiating quasi-homonyms in both auditory and auditory-pronunciation differentiation.
Moreover, often children with erased dysarthria showed pictures, but found it difficult to repeat pairs of given words, i.e. Their auditory-pronunciation differentiation is less developed than their auditory differentiation.
After analyzing the data from the ascertaining experiment, it was found that all children from the EG had a dysfunction of phonemic perception and auditory-pronunciation differentiation according to various phonemic characteristics. The process of developing phonemic perception in these children occurs with some specific features and patterns. According to the results obtained during the study, the levels of development of phonemic perception in children from the EG were identified, a comparative analysis of children from both groups showed that in the control group all children have a high level of formation of phonemic perception, and in the experimental group 9 children have an average level of formation of phonemic perception, 6 children - below average.
The results of the ascertaining experiment showed that all preschoolers with erased dysarthria exhibit more or less pronounced disturbances in phonemic perception, mainly expressed at the level of words, series of two, and especially three syllables, including sounds similar in articulatory-acoustic characteristics.
In children with erased dysarthria, auditory differentiation of sounds was better developed than auditory-pronunciation. This can be explained by the fact that in tasks aimed at studying auditory-pronunciation differentiation, impaired articulation influences performance. It is in the process of speech development that the speech-auditory and speech-motor analyzers closely interact. Underdevelopment of the speech-motor analyzer has an inhibitory effect on the functioning of the speech-hearing analyzer.
Children of both groups coped better with series of two syllables than with series of three syllables, which can be explained not only by a violation of phonemic perception, but also by a decrease in auditory attention and auditory-speech memory.
Children from the EG performed worst of all on tasks aimed at studying the auditory-pronunciation differentiation of phonemes based on series of three syllables and quasi-homonyms.
The perception of oral speech by children with erased dysarthria is characterized by underdevelopment of both phonemic and phonetic perception. One of the necessary conditions for mastering correct sound pronunciation is the ability to distinguish sounds by their acoustic characteristics. Such a distinction turns out to be difficult for children with erased dysarthria. Their undifferentiated perception is clearly manifested in the process of distinguishing acoustically close sounds (in tasks for distinguishing quasi-homonym words, when repeating series of 3 syllables).
As practice shows, children with similar defects may have deviations in mastering reading and writing. In order to prevent possible future difficulties in learning, it is necessary to identify their level of phonemic perception, that is, the features of distinguishing perceived speech sounds. And only on the basis of the identified data it is necessary to plan corrective work.
As R.E. points out. Levin, children with an erased form of dysarthria have underdevelopment of phonemic perception. In such children, the speech motor analyzer plays an inhibitory role in the process of perceiving oral speech, creating secondary complications in the auditory differentiation of sounds. In turn, the lack of clear auditory perception and control contributes to the persistent preservation of sound pronunciation defects in speech. Thus, blurred, incomprehensible speech in children with an erased form of dysarthria does not provide the opportunity for the formation of clear auditory perception and control. This further aggravates the problems with sound pronunciation.
The speech development of children with erased dysarthria is characterized by a number of deviations. In most cases, speech development is later than normal. The first words appear between the ages of one and two years. The vocabulary is being accumulated slowly. The use of phrasal speech is from two to three years old (and in some cases from three to four years old). At the same time, the speech of such children is slurred. Later it becomes somewhat clearer, but overall remains phonetically unformed.
The presence of muscle and innervation insufficiency in the organs of articulation, combination of disorders on the part of the cranial nerves hinder the development of correct pronunciation and sound formation, and determine the features and variety of phonetic disorders in children with erased dysarthria. The characteristics of speech disorders in this category of children are closely dependent on the state of the neuromuscular apparatus of the organs of articulation.
Disturbances in the sound-pronunciation aspect of speech in children with erased dysarthria are varied. They are expressed in distortions, mixtures, substitutions, and omissions of sounds. In this case, simplification of articulation is characteristic. Among the distortions, the most common are lateral, interdental pronunciation of various groups of sounds, softened pronunciation of all sounds due to spastic tension in the middle part of the back of the tongue. Complex sounds are replaced by simpler ones in their articulatory-acoustic characteristics: fricatives are replaced by plosives, voiced - by voiceless, hissing - by whistling, hard - by soft, affricates are split into their constituent sound elements. The phonetic side of speech is a close interaction of its main components: sound pronunciation and prosody.
Impaired pronunciation of sounds, especially complex polymorphic ones, is inextricably linked with the underdevelopment of phonemic hearing, with the immaturity of phonemic perception in children, which in turn makes it difficult to master correct sound pronunciation, develop skills in sound analysis and synthesis, master literacy and can lead to the occurrence of secondary defects (developmental inhibition cognitive processes, emotional-volitional sphere).
Children with deviations in the development of auditory perception, as a rule, cannot clearly repeat sounds, nor write them down correctly, nor show which letters they correspond to. Sometimes partial disturbances may be observed due to insufficient discrimination of one group of sounds or even a pair of sounds, with relatively good discrimination of other sounds. However, even these small deviations can make it difficult to master the sound analysis of a word, so it is necessary to examine the state of sound discrimination and identify the level of formation of phonemic perception. The slightest difficulties that a child experiences in the process of distinguishing sounds and syllables can cause a lag in mastering reading and writing.
Thus, the problem of developing phonemic perception is relevant; solving this problem is one of the conditions for successfully preparing a child for school.
