Improving the skills of sound analysis of words. Educational portal

Tasks: consolidate the ability to correctly divide words of different syllabic structures into syllables, independently draw up a word diagram, and develop self-control.

Progress of the exercise

Punch cards are given to children. You need to divide the word into syllables (parts) and write down the diagram of the word in the box. After the cards are filled out, the speech pathologist teacher asks the children to once again independently check the correctness of the task. By moving the pointer along the diagram, the child “reads” the word and matches the spoken part with the “written” part. Then the speech pathologist checks the correctness of the task.

Target: .

Tasks: consolidate the ability to determine the presence of a given sound in a word, its position; relate sounds to letters; write down the word diagram yourself; identify vowels in a word; develop the skill of sequentially performing actions according to instructions.

Progress of the exercise

Punch cards are given to children. You need to find words in which the sound “O” is “hidden”, determine its place in the word and depict it on the diagram in the window on the right. Divide the remaining word into parts and identify the vowel sounds in it. Write down the diagram in the box. The teacher-defectologist checks the correctness of the task.

Target:

Tasks: consolidate the skill of differentiating paired consonants by voicedness, deafness, formation of nouns. plural, determining the last syllable in a word and relating it to the spelling.

Progress of the exercise

Option 1. Children are given object pictures containing paired consonants at the end of a word. Syllables are placed on the typesetting canvas. The speech pathologist teacher asks to read the syllables. “Each of you has one item. You need to change the word so that you get a lot of such objects, and hear what the last syllable is in the new word.”. Children change the words, determine the last syllable and display a picture under the corresponding syllable on the typesetting canvas.

Option 2. Children are given cards with written syllables. The speech pathologist teacher reads the words without pronouncing the last syllable. Children add the appropriate syllable and show the corresponding card. Depending on the preparedness of the children, you can only show the corresponding card without pronouncing the added syllable.

For example. Show YOU or FY Shka... sli... poke... shtra... kana... gol... gra... fat... beech... ball... zaba... mi... tari... explosion.. pripe... ri.. uda... tra...

Target: development of phonemic awareness.

Tasks: consolidate the ability to determine the presence of given sounds in a word, their position; relate sounds to letters; write down the word diagram yourself; determine the hardness and softness of a consonant; develop the skill of sequentially performing actions according to instructions.

Progress of the exercise

Punch cards are given to children. You need to find words in which the sounds “M” and “M” are “hidden”, determine their place in the word and depict this on the diagram in the window on the right. Then circle the letter on the diagram with a green pencil if the sound is soft and blue if the sound is hard. The teacher-defectologist checks the correctness of the task.

Target: .

Tasks: develop phonemic hearing, exercise in determining the presence of sound in a syllable, word, develop voluntary and auditory attention.

It is necessary to connect the points sequentially as indicated in the sample. You can connect them when you hear a coded (specified) sound (word).

Target: development of phonemic hearing and perception.

Tasks: learn to isolate vowel sounds from a word and determine their sequence. Match the sound with the letter.

Progress of the exercise

On the gaming table there are object pictures whose names contain vowel sounds. The pronunciation of vowel sounds coincides with the spelling. Split or magnetic alphabet. You need to determine which vowel sounds are hidden in the words and relate them to the letters. Then, pronouncing the word, highlighting the vowels with your voice, prove the correctness of your choice. All players are checked. They agree or disagree with the evidence.

Target: .

Tasks: form an idea of ​​a syllable as part of a whole (word); teach children to correlate the pronunciation of syllables with the simultaneous performance of a mechanical action (leading with a pointer); consolidate the concepts of beginning, middle, end of a word; learn to find a given syllable in a word.

Progress of the exercise

The children are given ropes. We inform the children that the string is a word. “How many words do each of you have?” - “One at a time.” “Show where the word has the beginning, end, middle. Today we will divide the word-string into parts. How many parts do you see now?” - “One.” “How many parts are there in the word LUK?” - "One". “Read the word LUK, moving the pointer from the beginning to the end of the word. Now tie a knot on the string. How many parts has he divided our word into?” - “For two.” “How many parts are there in the word FOX?” - “Two.” “Read” the word. To the LI node, and then SA. Show where the LI part “lives”, where the SA part “lives”. How many parts are there in the word CUBES? - "Three". “Divide the string word into three parts. Read the word. Show me where part of BI, KU, KI lives.” Next, children are given object pictures with different numbers of syllables (from 1 to 4), consisting of open syllables, and are asked to complete the task independently. The teacher-defectologist checks the correctness of the task.

Target: formation of an idea of ​​the rule of syllabic division (there are as many syllables in a word as there are vowel sounds).

Tasks: form an idea of ​​the rule of syllabic division; consolidate the ability to divide words into syllables; isolate vowels from a syllable or word; match the sound with the letter.

Progress of the exercise

This exercise is performed after children have developed the ability to isolate vowel sounds from a syllable or word. Children are given strings and words with the vowel sounds they have learned. It is proposed to divide the word-string into parts. “Reading” the word in parts, determine which vowel sounds are hidden in each part. Match the sound with the letter and put it on a string. The speech pathologist teacher draws children's attention to the fact that a word has as many vowels as syllables and vice versa.

Target: development of sound analysis and synthesis.

Tasks: consolidate the ability to determine the initial sound in a word and correlate it with a letter; learn to read words of different syllabic composition.

Progress of the exercise

Children are told that words are encrypted on the cards. To solve them, you need to determine what the first sound is in the word and write down or lay out the corresponding letter. Then read the word.

Exercise "Echo"

Target: development of phonemic hearing.

Tasks: consolidate kinesthetic images of vowel sounds; learn to determine the sequence of sounds; develop auditory attention and memory.

Progress of the exercise

Option 1. The teacher-defectologist silently articulates a series of vowel sounds, consisting of 3-4 sounds. The child must pronounce these sounds in the same sequence. Then, according to the task, identify and name the 1st-4th sound.

Option 2. Repeat after the speech pathologist teacher 3 or 4 words that differ in vowel sounds. Then name the word with the given sound. For example:

Bow lacquer hatch tank side bull tok tak tick

Roar rak rock soap mal mol mok Muk mak

The catfish itself is seven say a word with the sound “A”

Bal beat bass ached nose Neil kit cat kat

Rice grew lynx mil mule small pol drank sang

ox ox ox name a word with the sound “I”.

Introduction

Relevance The problem of developing the skills of sound analysis and synthesis in older preschoolers with general speech underdevelopment of level III is due to the fact that this skill is basic when teaching children in primary school and subsequently serves as the key to the successful development of educational activities when included in systematic schooling.

The ability to isolate sounds from a word plays a big role in filling gaps in phonemic development.

Exercises in sound analysis and synthesis, based on clear kinesthetic sensations, contribute to the conscious sound of speech, which is the basis for preparing for learning to read and write. On the other hand, the skills of sound-letter analysis, comparison, juxtaposition of similar and different features of sounds and letters, analysis and synthesis exercises contribute to the consolidation of pronunciation skills and the acquisition of conscious reading and writing.

Due to the specifics of the study, the focus was on the psychological and pedagogical classification. Speech disorders in this classification are divided into two groups. The first group includes violations of the means of communication, which includes general underdevelopment of speech.

There are three levels of speech development in children with ODD: the first level of speech development is characterized by the absence of speech (the so-called “speechless children”); the second - the presence of, although distorted, fairly constant commonly used words; the third is characterized by the presence of extensive phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.

During the speech therapy psychological and pedagogical practice of correcting the speech of children in older preschoolers with general speech underdevelopment, significant deviations were identified in the formation of phonemic concepts that underlie sound analysis.

Difficulties and errors were primarily associated with insufficient mastery of the sound composition of a word, mixing of similar acoustic sounds, and inadequacy of sound analysis and synthesis.

Special studies by R.E. Levina (1968), T.B. Filicheva, N.A. Cheveleva, G.N. Chirkina (1989) showed that there is a connection between the difference between sounds and the memorization of their graphic designation. And this means that the analysis of sound and spoken speech is the starting point in teaching children to read and write.

Therefore, from the first to the last lesson on speech development and literacy in kindergarten, and then at the initial stage of schooling, children isolate sounds, syllables, sentences from speech, divide them into words, determine the number of syllables in words, especially highlighting the stressed one, establish the number, sequence of sounds and the nature of their connection in syllables and the word as a whole.

In the methodology of teaching literacy, the relationship between sound analysis and synthesis is not limited to decomposing words into sounds and combining the same sounds (names of sounds) into words. Sound synthesis requires special techniques leading to children's awareness of the sound composition of a straight syllable and the essence of the combined pronunciation of a consonant and a vowel in a straight syllable.

Today, there are several approaches to teaching literacy based on work on sound analysis and synthesis. This, for example, is the “live sounds” method developed by I.N. Shaposhnikov (1923). His initial position - “only those who can distinguish the sounds of speech read” - were important for the methodology of teaching literacy.

In Russian schools, they use the analytical-synthetic sound method in teaching children to read and write, originally proposed by Ushinsky.

The development of methods of teaching literacy in Russia was influenced by the works of D. B. Elkonin, who gave the definition of “phonemic hearing”, reading, the relationship between sound analysis and reading (synthesis). In teaching literacy, a special preparatory period was allocated, which serves to familiarize children with the sound and syllabic structure of words before learning letters and moving on to reading. This system was reflected in the content of teaching aids.

The system and methods of teaching literacy, developed by the authors of the primer (published since 1982; the most widespread in the early 90s) V. G. Goretsky, V. A. Kiryushkin, A. F. Shanko, have a number of distinctive features. In the preparatory (letterless) period, diagrams-models of the sound and syllabic structures of words are introduced, taking into account the relatedness of sounds in a word. Learning the sound and syllabic analysis of words continues in the basic (or alphabetic) period of literacy training, when the designation of sounds by letters is introduced. The sound-syllabic analytical-synthetic method of teaching literacy is used, since an open syllable is taken as the basis for reading, the word is pronunciation divided into sounds and syllables (analysis) and is initially read in the same way.

Many researchers (D.B. Elkonin, L.E. Zhurova, G.A. Tumakova, etc.) believe that it is effective in the process of developing skills in sound analysis and synthesis to teach how to depict a word using conventional signs (chips) on a model, which in the future it will become a reliable basis for literate (without omissions or replacement of letters) writing.

Of course, sound analysis and synthesis of syllables and words is one of the stages of speech therapy work. But it causes the greatest difficulties in the process of teaching children, and especially children with general speech underdevelopment, due to a violation of phonemic perception in children. It is this that creates in the future favorable conditions for the development of such operations as the clear separation of one sound from another, establishing the sequence of these sounds, determining the place of each sound, etc.

In our country, such prominent researchers as D.B. studied the problems of phonemic perception. Elkonin, R.E. Levina, N.S. Zhurova and many other researchers, but there are few studies specifically applied to preschool children with general speech underdevelopment in connection with the tasks of forming sound analysis and synthesis, which constituted the main problem research.

Methodological basis This study, therefore, was the research of K.D. Ushinsky, D.B. Elkonina, R.E. Levina, T.B. Filicheva, G.V. Chirkina, T.V. Tumakova, L.E. Zhurova, N.S. Zhukova N.S., E.M. Mastyukova and others.

Due to this subject research there was a general underdevelopment of speech in preschoolers due to a deviation in the formation of phonemic concepts that underlie sound analysis.

Object of study was the formation of sound analysis and synthesis in children with general speech underdevelopment.

The purpose of the study was the study of the dependence of sound analysis and synthesis skills on the level of development of phonemic perception in children with general speech underdevelopment.

Research objectives:

Studying theoretical ideas about the characteristics of sound analysis and synthesis skills in older preschoolers with level III SEN.

The importance of sound analysis and synthesis in speech formation and its connection with phonemic perception.

A study of the significance of work on the development of phonemic perception in the formation of sound analysis and synthesis skills in preschool children with level III SEN.

As hypotheses It was suggested that speech therapy work on the formation of phonemic perception will also increase the level of development of sound analysis and synthesis skills in older preschool children with level III OHP.

Theoretical significance of the study was determined by the fact that its results made it possible to expand and deepen knowledge about the characteristics of phonemic perception and the skills of sound analysis and synthesis in children with level III SLD.

Practical significance of the study was to build a system of correctional and speech therapy work to develop phonemic perception and sound analysis and synthesis skills in older preschoolers with level III SEN, which ultimately made it possible to more successfully solve the problem of preparing children of this category for school.

Research methods: pedagogical observation, natural experiment, collection of independent characteristics (expert assessment), study of activity products.

Chapter I. Theoretical issues of developing skills of sound analysis and synthesis in children with general speech underdevelopment

§ I.1. The importance of sound analysis and synthesis in speech development and its relationship with the level of development of phonemic perception

A child’s enrollment in school is an important stage in life, which changes the social situation of his development. It is necessary to prepare the child for studying in the 1st grade. It is important that children of 7 years of age master, first of all, competent phrases, detailed speech, the amount of knowledge, abilities, skills determined by the program of the preparatory group of general preschool institutions. Kindergarten is the first stage in the education system and performs an important function in preparing children for school.

Leading scientists (R.E. Levina, N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.E. Chirkina, I.K. Kolpokovskaya, A.V. Yastebova, etc.) proved that there is a direct relationship between the level of a child’s speech development and his ability to master literacy.

In modern methods of teaching literacy, it is generally accepted that practical familiarization with the sound side of a word is a necessary prerequisite for mastering reading, and subsequently writing, in languages ​​whose writing is based on the sound-letter principle.

Research by a number of psychologists, educators, and linguists (D.B. Elkonin, A.R. Luria, D.N. Bogoyavlensky, F.A. Sokhin, A.G. Tambovtseva, G.A. Tumakova, etc.) confirms that elementary awareness of the phonetic features of a sounding word also affects the child’s general speech development - the acquisition of grammatical structure, vocabulary, articulation and diction.

In order for a child to master written language (reading and writing) quickly and easily, and also to avoid many mistakes, he should be taught sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language. Phonemic perception or phonemic hearing, which according to many modern researchers is the same thing, is usually called the ability to perceive and distinguish speech sounds (phonemes).

This ability is formed in children gradually, in the process of natural development. The child begins to respond to any sounds from 2-4 weeks from the moment of birth, at 7-11 months he responds to a word, but only to its intonation side, and not to the objective meaning. This is the so-called period of pre-phonemic speech development.

By the end of the first year of life (according to N.Kh. Shvachkin), the word for the first time begins to serve as an instrument of communication, acquires the character of a linguistic means, and the child begins to respond to its sound shell (phonemes included in its composition).

Further, phonemic development occurs rapidly, constantly ahead of the child’s articulatory capabilities, which serves as the basis for improving pronunciation (A.N. Gvozdev). N.H. Shvachkin notes that by the end of the second year of life (when understanding speech), the child uses phonemic perception of all sounds of his native language.

Imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down and complicates the formation of sound analysis skills, without which full reading and writing are impossible.

The formation of correct pronunciation depends on the child’s ability to analyze and synthesize speech sounds, i.e. from a certain level of development of phonemic hearing, which ensures the perception of phonemes of a given language.

With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. The lack of analysis and synthesis affects the development of pronunciation as a whole. However, if the presence of primary phonemic hearing is sufficient for everyday communication, then it is not enough for mastering reading and writing. A.N. Gvozdev, V.I. Beltyukov, N.H. Shvachkin, G.M. Lyamina proved that it is necessary to develop higher forms of phonemic hearing, in which children could divide words into their constituent sounds, establish the order of sounds in word, i.e. analyze the sound structure of a word.

D.B. Elkonin called these special actions of analyzing the sound structure of words phonemic perception. In connection with literacy learning, these actions are formed through the process of special education, in which children are taught the means of sound analysis. The development of phonemic awareness and phonemic awareness is of great importance for mastering reading and writing skills.

Readiness for learning to read and write lies in a sufficient level of development of the child’s analytical and synthetic activity, i.e. skills of analysis, comparison, synthesis and generalization of language material.

Sound analysis, unlike phonemic perception (with normal speech development), requires systematic special training. Speech subjected to sound analysis turns from a means of communication into an object of cognition.

A.N. Gvozdev notes that the child notices the difference in individual sounds, but he does not independently decompose words into sounds. Indeed, independently identifying the last sound in a word, several vowel sounds at the same time, establishing the position of a given sound or the number of syllables is hardly possible for a child without the help of adults. And it is very important that this assistance is qualified, reasonable, and timely. D.B. Elkonin defines phonemic perception as hearing individual sounds in a word and the ability to analyze the sound form of words when they are spoken internally. He points out that sound analysis means:

1) determining the order of syllables and sounds in a word,

2) establishing the distinctive role of sound,

3) highlighting the main qualitative characteristics of sound.

Phonemic perception is the first step in the progressive movement towards mastering literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from one to four years, sound analysis - at a later age. And finally, phonemic perception is the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis is the ability to distinguish the same in order to reproduce sounds in written form.

Necessary prerequisites for teaching a preschooler to read and write are: formed phonemic perception, correct pronunciation of all sounds of the native language, as well as the presence of basic sound analysis skills.

It should be emphasized that all these processes are interconnected and interdependent.

When reading in children whose lessons were conducted without taking into account these factors, the following errors are most typical:

Difficulty merging sounds into syllables and words;

Mutual substitutions of phonetically or articulatory close consonant sounds (whistling - hissing, hard - soft, voiced - unvoiced)

Letter-by-letter reading (P, Y, B, A)

Distortion of the syllabic structure of words;

Reading pace is too slow;

Reading comprehension problems.

Typical writing deficiencies in such children include:

Substitutions of letters indicating the incompleteness of the process of differentiation of corresponding sounds that are similar in acoustic or articulatory characteristics;

Vowel omissions;

Omissions of consonants in their combination;

Merging words in writing;

Separate writing of parts of one word;

Omissions, extensions or rearrangements of syllables;

Spelling errors.

§ I.2. Ways to develop phonemic awareness and skills

sound analysis and synthesis in older preschoolers

The decomposition of a word into its constituent phonemes is a complex mental activity.

Phonemic analysis can be basic or complex. Elementary phonemic analysis is the isolation (recognition) of a sound against the background of a word; it appears spontaneously in preschool children. A more complex form is to isolate the first and last sound from a word, determining its place (beginning, middle, end of the word). And finally, the most complex form of phonemic analysis is determining the sequence of sounds in a word, their number, place in relation to other sounds (after which sound, before which sound). Children master such phonemic analysis only in the process of special training (V.K. Orfinskaya).

To date, researchers have identified the following areas of work on the development of phonemic hearing and phonemic perception, the formation of skills in sound analysis and word synthesis:

Recognition of non-speech sounds;

Distinguishing words that are similar in their sound composition;

Syllable differentiation;

Phoneme differentiation;

Development of phonemic analysis and synthesis of words (elementary and complex).

Work on the formation of phonemic perception begins with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the reasons for incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.

Activities to develop phonemic perception at the very beginning are carried out on the material of non-speech sounds. Through special games and exercises, children develop the ability to recognize and distinguish non-speech sounds.

Children should learn to distinguish the pitch, strength and timbre of their voice through games, listening to the same speech sounds, sound combinations, and words.

Then they learn to distinguish words that are similar in sound composition. Later - to distinguish syllables and then phonemes of the native language.

Subsequently, work is carried out to isolate the sound from the background of the word, isolate the first and last sound from the word, and determine the location of the sound in the word.

The task of the next stage of work is the development of complex forms of phonemic analysis: determining the sequence of sounds in a word, their quantity, the place of a sound in a word in relation to other sounds.

Children must also learn to conduct syllabic analysis and word synthesis.

Regardless of what level of general speech underdevelopment (III – II) the work is carried out with children, the following tasks are highlighted:

a) direct students’ attention to the sound side of speech;

b) teach to distinguish sounds by ear, develop auditory perception;

c) work out and clarify the articulation of preserved sounds, i.e. those sounds that are pronounced correctly in isolation, but in speech usually sound insufficiently distinct, blurred;

d) introduce into speech those sounds that will be introduced again;

e) differentiate and consolidate in speech those sounds that were mixed with each other;

f) consolidate the level of sound analysis and synthesis with which children came to speech therapy classes, and then gradually lead them to mastering more complex forms of sound analysis and synthesis.

Conscious assimilation of the acoustic-articulatory image of each sound and developing skills of sound analysis and synthesis allow children not only to clearly pronounce whole words, to isolate the number and sequence of sounds from them, but also to read them correctly.

At the letterless stage of learning, it is necessary to develop preschoolers’ interest in classes and form conscious mastery of the phonetic system of the language. Various games and gaming techniques help to awaken cognitive interest.

Thus, The methodology for teaching sound-syllable analysis of words involves three stages:

Formation of phonemic analysis and synthesis based on auxiliary means and actions (working with sound patterns).

Formation of the action of sound analysis in speech terms (support is excluded). Words are pronounced, the sounds of which they consist are sequentially determined, and the total number of sounds is specified.

Formation of the action of phonemic analysis in mental terms. The number and sequence of sounds are determined (without pronouncing words, based on ideas).

Chapter II. Comparative study of the level of development of sound analysis and synthesis skills in speech norms and general speech underdevelopment of level III

§ II.1. Organization and methodology of research

The research work was carried out on the basis of the combined preschool educational institution “Kindergarten No. 9” in the city of Prokopyevsk. . Children from two older groups took part in the experiment: speech therapy (23 children) and a regular program (20 children) aged 5.2 to 6.2 years. In the speech diagnosis of all children in the speech therapy group, level III ODD was indicated.

The study included 2 stages:

speech therapy examination,

analysis of the obtained data.

Research methods:

experimental survey; study of documentation, products of activity; conversation.

The technique used speech tests proposed by R.I. Lalaeva, E.V. Maltseva, A.R. Luria, adapted by T.A. Fotekova. The speech examination technique with a point-level assessment system was also adapted to determine the level of development of phonemic perception.

The structure of the method is presented in 4 series; series I was used, because the named processes in it are interconnected and interdependent, contributing to the conscious sound of speech.

Series I – Study of the sensorimotor level of speech:

1. Phonemic awareness test – 37 points;

2. Study of the state of articulatory motor skills – 8 points;

3. Sound pronunciation - with a maximum score of 15;

4. Checking the formation of the sound-syllable structure of a word – 12 points;

The highest score for the entire series is 72 points.

Having calculated the percentage of success of each aspect of speech, a speech profile was drawn:

1. Phonemic awareness;

2. Articulatory motor skills;

3. Sound pronunciation;

4. Sound-syllable structure of the word.

Success levels have been changed:

high level corresponds to 80-100%;

average level – 80-40%;

low level – 40% and below.

Speech tests and method evaluation system.

I .1 State of phonemic awareness.

Checking the level of development of auditory attention and memory – 14 points.

Discrimination of non-speech sounds – 2 points

Instructions: let's play the game "Sensitive Ear". Listen carefully and tell me what you hear?

* water transfusion; * rattle ringing

Distinguishing words that are similar in sound composition – 3 points

Instructions: repeat similar words in the given order:

* ladies - house - smoke; * pumpkin – letter – booth;

from four words, choose a word that is not similar in sound composition to the other three:

* poppy – bak – so – banana

Syllable differentiation – 6 points

Instructions: listen carefully and repeat the syllables after me:

* ta – that – that; * pa – ta – ka; * pa – ba;

* pa – ba – pa; * ma – me; * pta - pto - ptu - pty;

Phoneme differentiation – 3 points

Instructions: listen and tell me which sound occurs more often than others (the sound is pronounced exaggerated)?

* Mu-mu-mu, milk for anyone? * Ko-ko-ko, don’t go far.

* Doo-doo-doo, a woodpecker is sitting on an oak tree.

Development of elementary phonemic analysis (recognition of sound against the background of a word) – 13 points.

Determining the sound in a word – 1 point

Instructions: look carefully at the pictures of animals, select only those whose names contain the sound S.

Pictures: elephant, goat, dog, hare, cow, horse.

Selecting words with a given sound – 1 point

(do not offer sounds that are impaired in the child)

Instructions: name words with the sound Ш.

Isolating the first sound in a word – 4 points

Instructions: listen to the words and name the first sound in each word.

Words: Alik, duck, cat, bank.

Isolating the last sound in a word – 4 points

Instructions: listen to the words and name the last sound in these words.

Words: soup, tank, fly, balls.

Determining the location of sound in a word – 3 points

Instructions: determine what sound is sung in the middle of the word (the vowel sound is intonated).

Words: tank, goal, dream.

Development of a complex form of phonemic analysis.

Determining the number of sounds in a word – 3 points

Instructions: look at the pictures, quietly say their names. Count how many sounds there are in a word.

Words: cat, whale, moon.

Determining the sequence of sounds in a word – 3 points

Instructions: name the word by sounds: first sound, second, third, etc.

Words: house, whale, fly.

Dividing words into syllables.

Instructions: listen carefully to the words, say how many syllables are in the word.

Words: paw, stick.

Grade:

1 point – correct answer;

0.5 points – self-correction, correct answer with stimulating assistance;

0.25 points – errors with stimulating assistance;

0 points – failed to complete the task.

I .2 Study of the state of articulatory motor skills – 8 points.

Instructions: watch how I do it and repeat the movements after me:

lips in a smile;

lips “tube” - rounded and extended forward;

tongue “spatula” - a wide, spread tongue lies motionless on the lower lip, the mouth is slightly open;

“needle” tongue - a narrow tongue with a pointed tip is pushed out of the mouth, the mouth is slightly open;

tongue “cupped” - the mouth is slightly open, a wide tongue with curved edges upward forms the semblance of a cup;

clicking the tongue - “fungus”;

“ “watch” - the mouth is slightly open, the tongue sticks out and moves evenly from one corner of the mouth to the other;

“ swing” - the mouth is slightly open, the tongue alternately touches the upper and lower lips.

Grade:

1 point – correct execution with exact compliance;

0.5 points – slow and intense execution;

0.25 points – execution with errors, long search for a pose, incomplete range of movements, deviations in configuration, synkinesis, hyperkinesis;

0 points – failure to perform movements.

I .3 Study of sound pronunciation – 15 points.

Instructions: repeat after me the words:

dog – mask – nose;

hay - cornflower - heights;

castle - goat;

winter – shop;

heron – sheep – finger;

fur coat - cat - reeds;

beetle - knives;

pike – things – forest;

seagull - glasses - night;

fish - cow - ax;

river - jam - door;

lamp – milk – floor;

summer – wheel – salt.

Grade:

all sounds are conditionally divided into five groups:

the first four are the most frequently violated consonant sounds (whistles; hissing; L, Ль; Р, Рь),

fifth group - other sounds, defective pronunciation of which is much less common (posterior palatal sounds K, G, X and their soft variants, sound I, cases of defects in voicing, softening, rare violations of the pronunciation of vowel sounds).

3 points – perfect pronunciation of all sounds of the group in any speech situations;

1.5 points – one or more sounds of the group are correctly pronounced reflectedly, but are not automated in independent speech;

1 point – one sound of the group is changed or distorted in any position;

0 points – all or several sounds of the group are subject to distortion in all speech situations.

I .4 Study of the formation of the sound-syllable structure of a word – 12 points.

Instructions: repeat after me the words and expressions:

cactus

briefcase

locomotive

octopus

lizard

scuba diver

library

policeman

glazier

take pictures

Emelya can barely ride.

A watchmaker repairs a watch.

Grade:

1 point – correct and accurate reproduction at the pace of presentation;

0.5 points – slow syllable-by-syllable reproduction;

0.25 points – distortion of the sound-syllable structure of a word (omissions, rearrangements, additions);

0 points – non-reproduction.

The survey was based on methodological principles.

1. An integrated approach.

In relation to the examination of a child, this is a requirement for a comprehensive study and assessment of the child’s activities by various specialists.

2. Holistic, system analysis.

It involves the detection of not just individual symptoms of impaired development, but, first of all, the connections between them, the establishment of a hierarchy of identified deviations, as well as the presence of preserved links.

3. The principle of dynamic learning.

The data obtained as a result of the survey are presented in the next paragraph.

II. 2. Comparative analysis of data from the study of phonemic perception in normal conditions and with OHP

The data obtained are reflected in Appendices 1 and 2. The results of the study can be summarized as follows (Table 1).

Generalized data from the ascertaining examination of the speech of children with normal speech development and with level III SLD

Table 1

Thus, it is clear that children with normal speech were distinguished from children with speech pathology by the level of development of the sensorimotor side of speech, primarily by the level of development of phonemic perception. Children with normal speech had sufficiently developed auditory perception. They had no difficulty distinguishing words that were similar in sound composition or reproducing syllable sequences of varying degrees of complexity. About half of the children (45%) had a high level of development in identifying sounds in a word and selecting words with a given sound, while the rest had average indicators. 30% of children were able to independently identify the first and last sounds.

The percentage of incorrect identification of the location of a sound in the middle of a word was 10%. Analyzing a word, breaking it down into sounds, and counting numbers was possible for 60% of children. 70% could separate words using external support. In children with normal speech, there were no articulatory motor impairments; significant differences were observed in the level of formation of sound pronunciation and the syllabic structure of the word.

A completely different picture was seen in children with level III OHP. Almost half of the children (44%) required varied assistance from an adult when reproducing syllable series that differed in hardness-softness, voicedness-voicelessness, with a combination of consonants and changes in vowel sounds. . 43% of children did not cope with the task of identifying sounds in a word and selecting words with a given sound. 74% of children were unable to identify the first and last sound in a word and identify the vowel in the middle of the word. For the rest, we had to resort to intonation highlighting the sounds in the word, since the vowel sound was perceived as a shade of the consonant. The greatest difficulty was presented by complex phonemic analysis. It was inaccessible to most children (92%). They named the sounds at random or simply remained silent. In children with ODD, significant differences were observed in the development of articulatory motor skills, the formation of sound pronunciation, and mastery of the syllabic structure of words: in two cases there were violations of articulatory motor skills, a third of children with ODD had violations of sound pronunciation and the formation of the syllabic structure of words. It seems that the main difficulty that hindered the normal acquisition of speech in children with general speech underdevelopment was deficiencies in phonemic perception. Deficiencies in phonemic awareness are clearly visible when analyzing Figures 1 and 2.

Figure 1

Data from a survey of children with level III ODD at the initial stage

Figure 2

Data from examination of children with normal speech

Thus, the assumption that the formation of sound analysis and synthesis in children is closely related to the level of development of phonemic perception began to be confirmed.

However, for more accurate data, it was necessary to conduct speech therapy work on the development of phonemic awareness in children with level III SLD and analyze its results.

Chapter III. Development of phonemic perception in children with level III OSD as a condition for the formation of skills in sound analysis and synthesis

Speech therapy work with older preschoolers was structured taking into account the use of forms of phonemic analysis and synthesis of varying degrees of complexity and the sequence of mastering them in ontogenesis.

It included the following areas of work:

development of auditory attention and auditory memory;

developing skills in sound analysis and word synthesis:

Development of elementary forms of phonemic analysis (singling out sounds against the background of a word);

Formation of complex forms of phonemic analysis.

The present system of work on the development of phonemic perception and sound analysis and synthesis of words is based on the study and testing in speech therapy psychological and pedagogical practice of speech correction of the technologies of the country's leading defectologists and the active search and application of innovative pedagogical technologies.

Getting to know Chrysostom - the magical land of beautiful and correct speech, with its inhabitants - sounds (Singers and Stirrers named Vowels and Consonants), the bug Chutkoushko, the monkey "Chi-chi-chi", the cunning Sun and the playful Cloud, the Hedgehog, the Little Fox and the Wise Owl, they traveled along the road to ABC (the educational system “School “2100”) and discovered the wonderful world of sounds and their combinations.

The first bug to meet and play with children in the magical land of sounds was Chutkoushko.

This series of games was called “Sensitive Ear,” the goal of which was to listen to the sound of non-speech sounds, phonemes, and words.

Games were played to distinguish non-speech sounds: “What do you hear?” It was proposed to determine by ear the sound of familiar objects, sounding toys, and talk about the teacher’s actions with familiar objects (various actions with water, paper).

Didactic exercises were practiced to reproduce a rhythmic pattern when clapping, tapping or making a sound on any musical instrument.

A number of games were aimed at distinguishing words that are similar in sound composition.

In the game "True or False?" The children were given two circles (red and green) and given the task: if you hear the correct name of what is shown in the picture, you will raise the green circle, and if you hear the wrong name, you will raise the red one. Then a picture was displayed on which, for example, a banana was drawn. The sound combinations were pronounced loudly and clearly: TANAM, BAMAN, PAMAN, BANA, BAMAN, etc. The children had to raise the corresponding mugs.

The following didactic exercises were used:

repeat similar words, first in twos, and then in threes, in the order named: poppy - bak - so; current - knock - current, etc.

from every four named words, choose a word that is not similar in sound to the other three: poppy - tank - so - banana; catfish - com - turkey - house, etc.

Purposeful work was also carried out on the differentiation of syllables.

At the initial stage of the formation of phonemic awareness, this stage turned out to be very difficult for children, so in the magic chest of the monkey Chi-chi-chi there were many games and exercises such as “Echo”, “Abracadabra”, “Repeat”, “Magic Microphone”. The pronunciation of syllabic series was combined with the development of intonational expressiveness of speech and facial expressions. Syllable combinations were pronounced with fairy-tale characters:

with Winnie the Pooh, children repeated “yells” and “teases”;

we sang songs with Kolobok, etc.

A series of didactic exercises on reproducing syllable series of varying degrees of complexity was proposed:

reproduction of a syllabic sequence with a change in stressed syllable;

reproduction of syllable combinations with one consonant and different vowels;

reproduction of syllable combinations with a common vowel and different consonants;

reproduction of syllabic combinations with consonant sounds that differ in hardness - dullness, first two syllables, then three syllables;

reproduction of syllable combinations with consonant sounds varying in softness - hardness;

reproduction of syllable pairs with increasing consonant sounds;

reproduction of syllable pairs of combinations with a common combination of two consonants and different vowels;

reproduction of syllable pairs with a change in the position of consonant sounds when they come together.

This work was important for the rehabilitation of the sound-syllable structure of the word.

Games like “Say a word”, “Which sound occurs more often than others?” helped to listen to the speech stream of words and recognize the repeating sound in this stream. Initially, the repeated sound was pronounced exaggeratedly. Various options were used:

“The rabbit was gnawing on a cabbage leaf,

The cat caught mice and rats.” (TO)

"I'm a couch potato, I'm a red cat

I was lying down... (stomach)”;

This stage of work was basic for the development of auditory attention, auditory memory, preparation for elementary analysis and synthesis of words.

The decomposition of a word into its constituent phonemes is a complex mental function.

Elementary phonemic analysis against the background of a word depends on:

nature of the sound

position in a word

pronunciation of sounds.

The work of isolating (recognizing) a sound against the background of a word began with articulatory simple sounds and corresponded to their formation in ontogenesis ( a, y, i, m, o, p, t, k etc.).

In classes on the formation of the phonetic side of speech, each sound was first clarified in isolation, and then highlighted (pronounced exaggeratedly) in a sound complex, syllable combinations, words, sentences, and stories. This approach made it possible to prepare children for sound analysis of words.

When becoming familiar with vowel sounds, attention was paid to their atriculation (lips open, elongated, etc.) and the presence of a voice when pronouncing them. The vibration of the larynx was determined when adding a voice by applying the back of the hand and “singing it (tactile-vibration control).” The melodiousness of vowels was used in the frontal lesson as a technique for passing an exhaled stream of air through the mouth, which was also well felt by the surface close to the mouth.

Reinforcing the concept of “vowel sounds” and leading to the conscious assimilation of the acoustic-articular image of sound based on visual, auditory, tactile and kinesthetic sensations was helped by reference signals - diagrams that opened the lifesaver book “Traveling through the Land of Chrysostom.”

When clarifying articulation, visual symbols of vowel sounds were introduced. The vowel sound was identified on the basis of onomatopoeia using pictures, for example, a girl is crying (a – a – a), a tooth hurts (o – o – o).

To eliminate the difficulty in isolating sounds, non-speech supports were used.

It was suggested to clap your hands, if a given sound was heard among other sounds, to catch it.

Then work was carried out to isolate the sound from the background of the syllable by ear and pronunciation. Syllables were offered that included and without this vowel sound (starting with reverse syllables). Work was carried out on the analysis and synthesis of combinations of vowel sounds using visual symbols.

For example, children had 3-4 visual symbols of vowel sounds on their tables, which were later replaced by gray chips. It was proposed to lay out combinations such as AUO, OUA, OIU, etc. They were analyzed using visual support and reproduced in their entirety (read).

The next step was the formation of the ability to determine the presence or absence of sound in a word. This work began with vowel sounds.

It was proposed to select a given vowel sound by ear (by clapping) from a number of words with and without a vowel sound in the word. Initially, words were selected with a vowel sound in the initial stressed position.

Experience shows that five-year-old children with OHP have difficulty isolating sounds from the background of a word.

Stressed vowels are easier to recognize than unstressed vowels.

Work was carried out to isolate the first stressed vowel from the word.

The definition of a stressed vowel at the beginning of a word is carried out in three ways:

a) by ear, when the word is pronounced by a speech therapist,

b) after the child pronounces the word,

c) based on auditory-pronunciation ideas.

A series of didactic games and exercises “Name the first sound” was held. Pictures were offered. The speech therapist named them, using his voice to highlight the first stressed sound in the words. Children, naming words from pictures, pronounced the first vowel sound in a word drawn out, intoning.

An approximate set of words: stork, aster, army, Africa, Anya, Alik.

In frontal, subgroup and individual pronunciation classes, games were also used to highlight the first stressed vowel.

Ball game “Which vowel begins the word?” The children sat around the speech therapist. He threw the ball and said a word starting with any vowel. The child caught the ball and, pronouncing this vowel sound, returned the ball.

An approximate set of words: stork, duck, frost, echo, ear, asters.

Lotto game “Find out the first vowel in a word.” Children were given large sheets of pictures whose names began with different vowels (for example: cloud, stork, needles, ear) and visual symbols of vowel sounds. The speech therapist pronounced a vowel sound. On the worksheet, children had to find a word that began with this sound and cover the corresponding picture with a card with a visual symbol.

The winner was the one who had all the pictures covered. One could be asked to name words starting with a vowel A, O, U.

Isolating the first consonant from a word was carried out after the children had developed the ability to isolate sounds from backward and forward syllables and recognize the sound at the beginning of the word.

According to G.A. Vanyukhina, when determining the sound in a word, children experience particular difficulty when a consonant merges with a vowel (house -  d, and not  do).

Therefore, it is important that the child clearly understands the task facing him first using more accessible examples:

a) highlighting the initial vowel  a_ist;

b) highlighting the initial plosive consonant outside the merger with the vowel during its exaggerated-isolated pronunciation  to _ to? ;

c) highlighting the initial fricative consonant  sh_uba;

d) highlighting the initial occlusive fricative exaggerated consonant  vata;

e) highlighting the initial occlusive exaggerated consonant  cat.

Non-speech supports were used.

When determining the 1st sound in a word - fricative consonants and vowels, it is better to pull, first paying attention to the longest sound, and offer to slide it as if on a rope with your hand and in pronunciation:  A____nya, s____ani.

The determination of the final consonant was carried out first on reverse syllables such as am, um, ah, us.

Plosives are more easily distinguished from the end of a word. Extra-verbal supports helped again:

when determining the last sound in a word, the plosive consonant can be “thrown” (say) onto the palm, slightly separating it from the previous sounds. By combining the trace of the air stream and the exaggerated pronunciation of the sound, the child easily calls it  to ______t;

You can, by imitation of an adult, at the same time as pronouncing the last sound, “catch” it by making a sharp movement with your hand and clenching your fist, like grabbing a mosquito  ma _____ k.

An effective technique for solving this problem was the titmouse (an extra-speech support), where the first sound in the word is the titmouse’s nose, the last is the titmouse’s tail, and the sounds in the middle are the wings. “Find tails” means identifying the last sounds in words. “Bring back the noses” - identify the first sounds.

Didactic exercises “Find the tail in the word” were used. Select the last sound in the word and click on it. Words are suggested: house, tank, tube, spider, etc.

Select pictures that end with a given sound (K)

Words: juice, nose, bull, bridge, machine gun, whale, pilot, smoke.

The game “Chain of Words” was played as an exercise in identifying the first and last sounds in words.

Next came the work of determining the place of sound in a word. A non-speech support (titmouse) and a sound ruler were used. A sound line is a rectangular strip divided into three equal parts, which symbolize the beginning, middle and end. Initially, a tit was attached to it. There was a movable chip on the sound line that indicated the location of the sound. It was clarified that if the sound is not the first and not the last, then it is in the middle. First, the place of the stressed vowel in one- and two-syllable words was determined: for example: the place of the sound A in the words Alik, poppy, two. Vowels were pronounced intoned. Subsequently, work was carried out to determine the place of the consonant sound in the word.

Games and exercises under the general name “Hide and Seek” were included.

“Find out where the consonant is hidden in the word?” (T)

Words: cottage cheese, compote, cotton wool (with a sound line).

Lotto game.

Cards with pictures for a given sound and cardboard strips, divided into 3 parts, were used. The speech therapist named the words, the children determined the position of the sound in the word and placed the picture on the corresponding part of the strip.

During the work, the children were offered a fairy tale about the sound Ш, which loves to play hide and seek.

“Once upon a time there was a sound Sh. Sometimes he would be in a bad mood (what kind of bad mood is this?), and he would begin to hiss loudly and angrily, like, for example, oil in a frying pan: “Sh-sh-sh! Osh-sh-paryu!” or like a goose: “Shhh! You're scared..." Singing sounds such as A, O, I. For whom the hissing prevented them from singing clearly, they decided one day to spank the sound Ш and beat the angry and irritated hiss out of it. After all, without hissing, the sound Ш ceases to exist. A hat will become an abomination, a fur coat will become a slaughter, a hat will become a blunder. But the sound Sh did not want to be spanked, he ran away and hid. Where did you hide? Hid in different words. Sly fellow! You and I will find words in which the sound Ш is hidden. We won’t spank him, but just play hide and seek. He hid, and we will find him.”

This tale can be used to highlight any sound against the background of a word using appropriate onomatopoeia.

Taking into account the sequence in the work on the development of elementary phonemic analysis, where work was first built on determining the presence of a sound in a word, then isolating the sound at the beginning and end, as well as its place, children were offered tasks like:

quietly pronouncing the names of the depicted objects, place chips on those of them in which you heard the given sound (exercise “The Fourth Odd One”);

Based on the plot picture, name words with a given sound;

come up with words with a given sound;

determine what sound words begin with;

find out what sound words end with;

Place chips on pictures whose names contain the given sound:

in the middle of a word;

at the end of a word;

at the beginning of a word.

The use of game motivations with fairy-tale characters, object symbols (“magic chest”, “wonderful bag”, “lit lantern”), extra-speech supports, inhabitants - the sounds of the country of Chrysostom - developed elementary forms of phonemic analysis. Wherever a little man appeared - a sound, it was necessary to select words with a given sound, cover the corresponding pictures with a chip, name the words with this sound, and determine its location in the word.

Speech therapy work on the formation of complex forms of phonemic analysis is not only the ability to isolate speech sounds, but also to perform more complex operations with them: determine the sound composition of a word, the sequence of sounds in a word, the place of each sound in relation to other sounds. In the process of forming phonemic analysis, not only the forms, but also the speech material become more complex. G.A. Kasha suggested the following sequence of presentation of lexical material:

two-syllable words made from straight open syllables;

three-syllable words made of straight open syllables;

monosyllabic words.

D.B. Elkonin proved that it is advisable to begin this work with the material of monosyllabic words, excluding words where consonants are deafened. Only then should you enter two- and three-syllable words. Work on developing the skills of sound analysis and synthesis in preschoolers with level III OHP was built taking into account the theoretical positions developed by D.B. Elkonin, as part of the study of the characteristics of teaching preschool children to read and write.

At the stage of familiarization with the phonetic system of the language, all work took place taking into account the materialized basis of learning. The means of such materialization was visibility. The visual aid was a card with an image of an object on it and a diagram of the phonemic composition of the word - in cells, the number of which corresponds to the number of phonemes of the word being analyzed. Chips of a neutral color (gray) were offered. The work began with monosyllabic words like poppy, cat, onion.

At this stage, a special technique of pronouncing words was used, which D.B. Elkonin called it intonated, and B.M. Grinshpun - accented.

A method was proposed for isolating sounds in a certain sequence. At first, the child heard the sound that the adult emphasized intonationally in the word. He did not name it in isolation, but could only repeat the entire word after the speech therapist and intonationally highlight the desired sound:

m-m-m-ak

m - a-a-a-k

ma-k-k-k

At the next stage, the child could name each sound in isolation, hearing the teacher highlight it intonationally.

For example, the word SOK was suggested for sound analysis.

The work was carried out as follows:

listen to what I say and name the first sound: s-s-s-ok;

listen to what I say and name the second sound: s-o-o-o-k;

listen to the third sound: so-k-k-k.

Chips were laid out, sounds were pronounced sequentially, and their number was specified. Only after this did the children independently pronounce the word with intonation highlighting the desired sound and the name of this sound separately. Such consistent work was important because children mastered the method of isolating sounds in a word: the ability to identify any sound in a word, determine its place in a word, and independently name words with these words.

Then the work became more complicated. The formation of the action of phonemic analysis took place in speech terms, first with the use of a picture, then without it. The children named the word, determined the sequence of each sound and their number. A more difficult stage was the formation of the action of phonemic analysis in mental terms. Children practiced determining the quantity, sequence and location of sounds without naming the word.

Then the children were introduced to vowel phonemes.

Before introducing the corresponding color of the chip to determine the vowel sound, it was necessary to form a clear orientation to the vowel sound.

The concept of “vowel sound” was developed in the course of previous work based on the signal circuit. It was noted that a vowel sound is one that can be sung and not drawn out.

Everyone knows that sounds are only heard and pronounced. And for some reason the kids wanted to see them. Cheerful little men - sounds began to live only in the fabulous land of sounds - Chrysostom - the land of beautiful and correct speech.

Six vowel sounds - six girls. The half-open mouth indicated the free exit of the air stream: vowels easily sing ringing, long songs.

The red color of the dress - the square - corresponded to the designation used at school, the bell - the sonority of the sound, the position of the lips - schematic articulation.

The children called these sounds Singers. They were given the surname Vowels.

The materialized support was the same graphic diagrams, the same technique of pronouncing words. Red chips were introduced.

Traveling around Chrysostom, I became acquainted with its inhabitants - consonant sounds. This was the next stage of work.

All consonants were represented by four boys. Pursed lips are a symbol of an obstacle to the path of exhaled air. The consonant songs did not work out: they whistled, hissed, exploded, they could be pulled (zh-zh-zh), but not sung. Articulation was not depicted. In the magical land they were called Stirrers, so their last name is Consonants. And the name and patronymic of the sound were learned later.

The children got acquainted with “The Tale of Cheerful Sounds.”

“Once upon a time there were funny sounds. They knew how to sing songs. Their names were A, E, O, U, I, Y. And everyone together was called “vowel sounds.” The vowels had ringing voices and they sang like birds. One day they sang so joyfully that other sounds also wanted to sing.

P, p, p, p, - the sound of P puffed. He puffed and puffed, but could not sing the song. He cried and began to mourn: “Oh, how unsinging I am, I don’t have a voice, I can’t sing.”

T, t, t, t, - the sound of T faded. He tapped, tapped, but he couldn’t sing the song either. He cried and began to mourn: “Oh, how unsinging I am, I also have no voice, almost no one hears me.”

K, k, k, k, - the sound of K groaned. He groaned and groaned, but could not sing the song. He cried and sunbathed, because he also really wanted to sing.

Do not be sad, unsinging sounds! - said the vocal sound A, - We, vowel sounds, can help you. Only you must always stand next to us. Do you agree?

We agree! We agree! - non-singing sounds screamed.

That's good! For this we will call you all together “consonant sounds,” said the vowels.”

At this stage, acquaintance with two phonetic oppositions took place:

first - by hardness - softness;

then - by hardness - deafness.

The main means of control that determined the differentiation of hard and soft sounds was acoustic control.

Cards with a picture of an object and a diagram were given.

It was suggested to listen to what the vowel sounds sound like in the words CAT and KIT? Same or different?

Then it was found out what the first sounds in these words sound like?

Schemes of words using color symbols were laid out.

D.B. Elkonin proposed yellow to indicate hard consonants, and green to indicate soft consonants. Traditionally, when working with older preschoolers, blue is used to indicate hard consonants, and green for soft consonants.

In the country of Chrysostom, hard consonants wore blue suits - squares. They had a strict, firm character: they knocked strictly (t-t-t), puffed strictly (p-p-p), growled strictly (rr-r-r). Soft consonants loved green suits - squares, because they had a gentle, soft character. They knocked gently (t-t-t-t), puffed gently (p-p-p-p), and even growled gently (p-p-p-p).

The differentiation of voiceless and voiced consonant sounds occurred on the basis of tactile-vibrational control (i.e., based on the vibration of the vocal folds). An image of a bell was entered. Voiced consonants had bells, and voiceless consonants had no bells.

The inhabitants of Chrysostom helped in mastering the analysis and synthesis of words. They were friends, sang their songs, merging into one melody. By the end of this stage, children in the phonics analysis classes had five different types of counters.

Red chips were used to indicate vowel sounds, blue ones with a bell - for hard voiced consonants, blue without a bell - to indicate hard voiceless consonants, green with a bell - for soft voiced consonants, green without a bell - to indicate soft voiceless consonants. When conducting phonemic analysis, the diagram of the sound composition of the word was filled with colored chips.

Later, when they became acquainted with a new sound, the children independently put a suit on it and gave a description according to the reference diagram.

The next work was carried out on transformation, changing the sound shell of a word through a system of vowels or consonant phonemes. The change in sound envelope through the system of vowels or consonants was carried out one at a time, for example,

*varnish – poppy – cancer; *varnish – face – bow.

At this stage, such sound combinations were proposed so that the child could operate with the semantics of a given word.

By acquiring knowledge about vowels and consonants, hard and soft sounds, children learned to conduct phonemic analysis of words of any complexity.

Here are some types of work on the development of complex forms of phonemic analysis:

choose words with a certain number of sounds, for example, three sounds, four;

select pictures whose names have a certain number of sounds (game “Pyramid”);

choose words where the given sound would be in first, second, third place;

name the words according to the proposed scheme;

by transforming words by adding sound

at the beginning of the word: mouth - mole, fur - laughter;

at the end of the word: ox - wolf, floor - regiment;

by transforming words, changing one sound of a word (chain of words) som – juice – soup – sokh – rubbish – cheese – son – son;

rearranging the sounds: linden - saw, stick - paw.

The development of language analysis and synthesis was served by tasks like:

from the first sounds in the names of every three pictures, create a one-syllable word;

make up a word from the first sounds in the names of each of the four pictures, etc.

Dividing words into syllables also helped to more effectively master the sound analysis of a word. The work began with simple exercises.

In the game “Say the Word,” the speech therapist pronounced the first syllable, and the child pronounced the second. Then the children named the remembered words in full:

shi-na, ti-na, mi-na.

In the process of forming syllabic analysis and synthesis, the phasing of mental actions is taken into account. First, exercises were offered that relied on external, auxiliary means: clapping a word, tapping, walking. In the game “Walk the Word,” the speech therapist showed that when pronouncing different words, you can take a different number of steps (moon, car, plane). The children were asked to walk through the words they had invented. Having learned to correctly pronounce words of two or three syllables, not complicated by a combination of several consonants, games were used to master a more complex sound-syllable structure.

In the game “Choose a similar word,” the teacher named a word of two syllables, and the child selected a word of three syllables with the same ending. If the child found it difficult, he could choose a word using pictures selected for the game and laid out in front of him:

Christmas tree-broom, watering can-sticker, cannon-cracker.

Then, in the process of developing auditory analysis in speech, the ability to isolate a vowel sound in a word was formed. Graphic diagrams of words were used.

At the last stage the following games were used:

"Confusion"

The teacher pronounced two syllables. It was necessary to change their places and name the resulting word.

Syllables: ka-mas, ta-pas, cha-Ka, ka-sum, na-sos, etc.

"Come up with the beginning of a word"

The presenter said the end of the word. The child added the first syllable and named the whole word.

Syllables: - tire, - meta, - neta, - midor, - daughter, - losy, etc.

D.B. Elkonin emphasized: “Not only the acquisition of literacy, but also all subsequent acquisition of the language—grammar and associated spelling—depends on how the child discovers the sound reality of the language, the structure of the sound form of the word.”

After completing this work, children with level III OHP were examined again. The obtained data are presented in Appendix 3. The summarized data are presented in Table 3.

Data from a control examination of the speech of children with level III SLD

Table 3

Thus, it became clear that work on the development of phonemic perception influenced all components of children’s speech development, including the level of sound analysis and synthesis.

During the control examination, all children with level III SEN demonstrated a sufficient level of auditory perception.

When performing speech tests for the development of elementary phonemic analysis, 45% and 30% of children, respectively, accurately identified the sound in a word and selected words with a given sound; the rest required only minor variable assistance from an adult.

When performing tasks to isolate the first and last sounds in words, 80% and 90%, respectively, showed a sufficient level of development of this type of sensitivity, of which 30% had a high level.

The percentage of correct and independent determination of the place of sounds in the middle of a word was 22%, 61% - with minimal help.

Analyzing a word, breaking it down into sounds, determining their number, and dividing the word into syllables became accessible to most children (92%).

This can be seen in more detail in Figure 3.

Figure 3

Comparative analysis of examination data of children with special needs at the ascertaining and control stages

As you can see, all indicators of the sensorimotor side of children’s speech, including those that describe the skills of sound analysis and synthesis, have improved significantly. Consequently, the hypothesis that speech therapy work on the formation of phonemic perception will also increase the level of development of sound analysis and synthesis skills in older preschoolers with level III SEN was confirmed.

Conclusion: therefore, it is precisely the deficiencies in phonemic perception that underlie the difficulties in developing the skills of sound analysis and synthesis.

Conclusion

Due to the specifics of the study, our focus was on the psychological and pedagogical classification. Speech disorders in this classification are divided into two groups. The first group includes violations of the means of communication, which includes general underdevelopment of speech.

Children with speech development disorders have a reduced ability to both perceive differences in the physical characteristics of language elements and to distinguish the meanings contained in the lexical and grammatical units of the language, which, in turn, limits their combinatorial capabilities and abilities necessary for the creative use of structural elements native language in the process of constructing a speech utterance.

Phonemic perception is the first step in the progressive movement towards mastering literacy, sound analysis is the second. In modern methods of teaching literacy, it is generally accepted that practical familiarization with the sound side of a word is a necessary prerequisite for mastering reading, and subsequently writing, in languages ​​whose writing is based on the sound-letter principle.

Work on the formation of phonemic perception at the very beginning should be carried out on the material of non-speech sounds. In the process of special games and exercises, children need to develop the ability to recognize and distinguish non-speech sounds.

Then you should learn to distinguish words that are similar in sound composition. Later - to distinguish syllables and then phonemes of the native language.

Subsequently, work should be carried out to isolate the sound from the background of the word, isolate the first and last sound from the word, and determine the location of the sound in the word.

The task of the last stage of work should be the development of complex forms of phonemic analysis: determining the sequence of sounds in a word, their quantity, the place of a sound in a word in relation to other sounds.

Regardless of what level of general speech underdevelopment (III – II) the work is carried out with children, it is necessary to solve the following problems:

a) direct students’ attention to the sound side of speech;

b) teach to distinguish sounds by ear, develop auditory perception;

c) work out and clarify the articulation of preserved sounds, i.e. those sounds that are pronounced correctly in isolation, but in speech usually sound insufficiently distinct, blurred;

d) introduce into speech those sounds that will be introduced again;

e) differentiate and consolidate in speech those sounds that alternate with each other;

f) consolidate the level of sound analysis and synthesis with which children came to speech therapy classes, and then gradually lead them to mastering more complex forms of sound analysis and synthesis.

It was found that children with normal speech are distinguished from children with speech pathology by the level of development of phonemic perception and skills in analyzing the syllable structure of a word - almost all children with normal speech have a sufficient level of this type of sensitivity. Children with normal speech do not have articulatory motor impairments. There are significant differences in the level of development of sound pronunciation and mastery of the skill of determining the syllabic structure of a word between children - a third of children with OPD have such disorders. Half of the children with level III OHP had difficulties in reproducing syllable series of varying degrees of complexity. More than half of the children (70%) did not have basic phonemic analysis. The greatest difficulty for most children was complex phonemic analysis. It was suggested that the main difficulty that prevents normal speech acquisition in children with general speech underdevelopment is deficiencies in phonemic perception of sounds, phonemes, and words.

As a result of comprehensive work on the development of phonemic perception, all indicators in children, including those that describe the skills of sound analysis and synthesis, have improved significantly. It is enough to note that analyzing a word, breaking it down into sounds, and determining their number has become accessible to the majority of children (92%). Thus, the hypothesis that speech therapy work on the formation of phonemic perception will also increase the level of development of sound analysis and synthesis skills in older preschoolers with level III SEN was confirmed

Consequently, it is the shortcomings of phonemic perception that underlie the difficulties in developing the skills of sound analysis and synthesis.

References

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Municipal budgetary preschool educational institution kindergarten "Parus" in Volgodonsk

“FORMATION OF SOUND ANALYSIS AND SYNTHESIS SKILLS IN CHILDREN WITH DYSARTHRIA.”
(System of work in cards).

Developed by: speech therapist teacher
T.I. Kuzkina

Volgodonsk
2016

ELEMENTARY FORMS OF SOUND ANALYSIS:
(Appearance and development in ontogenesis).

Isolating a sound against the background of a word.

It occurs on its own normally. If phonemic hearing is impaired, it is not formed.

Isolating the final, initial consonant sound in a word and determining its place in the word: beginning, middle, end.

Partially formed spontaneously, partially through training.

3. Determination of the sequence of sounds in a word, their quantity, place in relation to others (after which one it comes, before which one).

Appears only during the learning process.

Principles of speech therapy work on the development of phonemic analysis and synthesis:

1. Taking into account the sequence of formation of these forms in ontogenesis.

2.From simple to complex.

3. Taking into account the nature of the difficulties in isolating sound.

Difficulties in isolating sound depend on:

From his character;
- depending on the position in the word;
- on the pronunciation features of the sound range.

The easiest to highlight are:

Vowels from the beginning of a word;
- slotted as longer;
- fricatives are easier - at the beginning of a word, in a confluence, in a direct syllable at the beginning of a word;
- plosives are easier - at the end of a word and at the beginning of a word in a confluence.

1.
Stages of developing phonemic analysis skills:

1. Isolating the final consonant in a word (learn to hear the end of a word).

It is better to use long words at the beginning of the work, without taking into account the semantic meaning.

Assignment: “Listen to what sound the word ends with.”

KAPEROBOOK, COMPOTE, PAKEDUK, KAMAPUP, BEHEMOTH.

2. Isolating the initial sound in a word (stressed vowel or fricative sound in a confluence).

Task: “Listen to what sound the word begins with.”

STORK, MORNING, OLYA, SCAR, SNORING, STOP, LIAR.

3. Determination of the beginning and end of a word.

Assignment: “Listen to the word, what sound it begins with and what sound it ends with.”

UPPERCUT, COLUMN, CORNER, SHREK, HOOPODE.

Determining the sequence of sounds in a word.

Preliminary work is to consolidate the articulation of vowels, to form kinesthetic sensations, especially for children with hyperkinesis.

A) Recognition of a vowel sound by ear (without naming the sound):

With pronunciation and relying on articulation, we pronounce: A, S, U, Sh, X, I and mark (hand in hand) vowel sounds: yes or not (“yes” - gesture, card; “no” - the same) . Instructions: “We will listen to vowel sounds”;

Without pronunciation by the child, relying only on hearing, starting from 2 sounds and up to the child’s age. Instructions: “Listen to the vowel sounds. When you hear, show the “yes” card. U, S. – A, U, H. – I, F, S, U. – O, A, Sh, V, I, E. – I, S, O, A, X, U.

At the beginning of the word: the initial vowel in a stressed position (ANYA, PTH, AUTUMN, FTHS, UKHO, KTNH), the initial vowel in an unstressed position (ARBUZ, UKHA, KTNS, SHKMH, INDYUK);

In the middle of the word (MOM, PTKH, FUR FUR COAT, FISH, STNK).

B) Isolation (naming by a child) of a vowel sound by ear:
- from a series of vowels in the initial position (name, raise the letter) according to the instructions: “Listen to the sounds, name which one is first.”

U-I
O-A-I
A-O-O-I-E
- 2.

From a series of syllables with a repeated vowel sound (reverse syllables);
“I’ll say three syllables, tell me what the first sound is in each”:

USH-USH-UH.

From a series of syllables with a repeated vowel sound (in straight syllables);
“I will say three syllables, determine what vowel sound you hear in each”

DU-DU-DU.

From the word: in the initial position under stress (SPARK, WINDOWS, EARS).
“What is the first sound in a word?”

In the middle of the word there is stress (CATF, CHAIR, CANCER, SMOKE).
“What is the vowel sound in the middle of the word?”

B) Recognition of a consonant sound by ear:

In the vowel series;
Assignment: “I will say sounds, if you hear the sound “K”, raise the “YES” card.

A, U, K, I, K, E, O, K.

In the series of sonorants;
Assignment: “I will say sounds, if you hear the sound “D”, raise the “YES” card.

D, R, L, D, N, M, D, R.

In a row of slotted ones;
Assignment: “I will say sounds, if you hear the sound “G”, raise the “YES” card.

G, S, X, W, G, F, G.

Recognizing a consonant sound by ear in a syllable:

With confluence;
Assignment: ““I will say syllables, if you hear the sound “K”, raise the “YES” card.
KRA, FRU, LBU, KMA, ShRO.

Friction in a direct syllable;
Assignment: “I will say syllables, if you hear the sound “B”, raise the “YES” card.

VA, KU, DY, VO, GU, YOU; VA, SY, SHU, WU, HU, FY. 3.
- plosive in a direct syllable;
Assignment: “I will say syllables, if you hear the sound “K”, raise the “YES” card.
KA, RU, LY, KO, NA, KY.

Recognizing the last consonant in a word by ear:

Assignment: “Listen to the words, if you hear “K” at the end of the word, raise the “YES” card.

SPIDER, COOK, LAPTOP, DUMP TRUCK, HOUSE, STUDENT (explosive sounds).

Assignment: “Listen to the words, if you hear “R” at the end of the word, raise the “YES” card.

SPIDER, COOK, Hippopotamus, CARPET, HOUSE, LAPTOP, DRIVER (sonorous sounds).

Assignment: “Listen to the words, if you hear “Sh” at the end of the word, raise the “YES” card.

BABY, RESED, SPIDER, AIRPLANE, PENCIL, COMPOTE (slit sounds).

D) Isolating a consonant sound by ear:

From a series of syllables: direct (frictional), reverse (plosives, sonorants);

The last consonant in a word;

Task: “What is the last sound in the word (name, show the letter).”

SPIDER, COMPOTE, PUMP, CARPET, BABY.

The initial consonant in a word;
Task: “What is the first sound in the word (name it, show the letter).”

COMPLEX FORMS OF SOUND ANALYSIS AND SYNTHESIS.

The goal of speech therapy work is to develop the skill of determining the sequence of sounds in a word.
Sequence of work according to the principle of complication:

Words consisting of three sounds like: POPPY, BOW, BALL, CANCER.
Words consisting of 2 direct syllables like: KA-SHA, MA-SHA, SA-DY.
Words with a confluence of sounds at the beginning of a word like: CRANE, ELEPHANT, CHAIR, SHREK.
Words consisting of three open syllables like: MA-SHI-NA, BU-MA-GA.
Words consisting of the first direct and second closed syllables of the type: KO-MAR, PO-KHOD, NO-SOK.
Words consisting of the first closed and second direct syllables of the type: MOUSE-KA, CAT-KA, MAS-KA, BARREL-KA.

For example, the topic “Staging and automation of the sound “R”.

“Look, the picture shows CANCER. Who is this? Cancer (repeat the word three times).
Let's look at what sounds the word CANCER consists of.
What is the first sound? P (a chip is placed under the picture in first place).
What is the second sound? A (the chip under the picture is placed in second place).
What is the third sound? K (the chip is placed in third place).
How many sounds are there in a word? 3.
Name them again (P, A, K).
What word did you get? CANCER.

“Look, it's a BALL.
What is the first sound in the word BALL? Ш (chip is not displayed).
What is the second sound in the word BALL? A (the chip is not displayed).
What is the third sound in the word BALL? P (chip is not displayed).
How many sounds are there in total? 3
Name them again (SH, A, R).
What word did you get? BALL.

What word did you get?

Stage IV. Determining the place of a sound in a word.

It is carried out after the previous stages.
For example, the word CANCER.
“Where is the K sound in this word? (on the third, or - on the last).
Where is the R sound? (on the first, or - at the beginning of the word). Etc."

V stage. Establishing the relationship of sounds with neighbors in a word.
(all stages according to Ya. Galperin).

Stage I (visual and effective level based on clarity).

For example, the topic: “Automation of the sound Ш in the middle of a word.”

“Look, there is a CAT in the picture. Who is this? Cat (repeat the word three times).
Let's look at what sounds the word CAT consists of.
What is the first sound? K (a chip is placed).
What is the second sound? O (the chip is placed in second place).
Etc. until the last sound.
How many sounds are there in total? 5. Name them again. What word did you get? CAT.
Where is the sound K in this word? (show chip). First place.
Where is the sound A in this word? (showing a chip) In the last, fifth place.
What sound comes after the sound K? (show chip) Sound O. In what place? On the second.
What sound comes after the sound O? Sound Sh.
Where in the word is the sound Ш? On the third, or after the sound O.
What sound comes before the second sound K (show the corresponding chip). Sound Sh.
What sound comes after the sound Ш? (show chips). Sound K. In what place? On the fourth.

Stage II (visual-figurative level based on pronunciation without displaying chips or visual supports).

For example, the topic: “Automation of the sound Ш at the beginning of a word.”

“Look, this is a HAT (picture is displayed).
What is the first sound in the word HAT? Sound Sh.
What is the second sound in the word HAT? Sound A.
Etc. until the last sound. Without visual support (chips are not displayed).
How many sounds are there in the word HAT? 5. Name them again (W, A, P, K, A).

Where is the sound Ш in this word? First place.
Where is the sound A in this word? Second and fifth place.
What sound comes after the sound Ш? Sound A. Where? On the second.
What sound comes after the sound A? Sound P. In what place? On the third.
Where is the K sound in the word? On the fourth, or after the sound P.
What sound comes before the second sound A? Sound K.
What sound comes after the sound K? Sound A. Where? On the fifth.

Stage III (logical level, inner speech).

“Look what's in the picture? (the word is not pronounced).
Tell me, what is the first sound in this word, and what is the second, and what is the third?
How many sounds are there in total? Name them.
What word did you get?
What sound comes after the sound ""?
What sound comes before the sound ""?
Name the “neighbors” of the sound “”? 6.

FORMATION OF SOUND ANALYSIS AND SYNTHESIS SKILLS

One of the directions in modern speech therapy is the formation of skills in sound analysis and synthesis. What is sound analysis? And why should these skills be developed by the start of school?

Analysis is the division of a whole into its component parts.

Sound analysis – division of the whole (the whole is the word) into its component parts (the components of the word are sounds). That is, sound analysis is the division of a word into the sounds of which it consists.
A violation of sound analysis is expressed in the fact that the child perceives a word globally, focusing only on its semantic side, and does not perceive the phonetic side, that is, the sequence of sounds of its components.

For example, an adult asks a child to name the sounds in the word JUICE, and the child answers: “orange, apple...and also Fanta!”

Why do we need sound analysis? You and I use it every day, because... sound analysis is at the core of the writing process.

When teaching both writing and reading, the initial process is the sound analysis of oral speech, that is, the mental division of a word into its constituent elements (sounds), establishing their quantity and sequence.

Before starting to write, the child needs to analyze the word, but already during writing, synthesis occurs, that is, a mental combination of sound elements into a single whole.

Thus, teaching writing is impossible without the formation of sound analysis. If the sound analysis is not formed or not fully formed, then children will write with errors, for example: instead of country - sana, tana, etc.

This is what sound analysis is all about. Now about sound synthesis. Synthesis is the combination of parts into a whole, and sound synthesis - combining sounds into words. Sound synthesis is at the core of the reading process.

To read a word means using a combination of individual letters that reflect the order of sounds in the word, synthesizing them so that they form a real, “living” word.Full synthesis is possible only on the basis of an analysis of the sound structure of words.

If synthesis is disrupted, the child is not able to form a word from a series of sounds. For example, to an adult’s question: - What word will you get if you combine the sounds K, O, R, M? The child answers ROMA.

If the formation of sound analysis and synthesis is impaired, letter-by-letter reading is possible, i.e. a letter is pronounced instead of a sound (not m, n, in, a me, no, ve ). Children read: am - ame, you are wey etc. Letter-by-letter reading is normally possible until the adult explains to the child how to read correctly, i.e. 1-2 lessons. But most children in the speech therapy group will not learn to read and write “correctly” without correctional work, because they have disorders of normal speech development.

Children with problems in speech development, who have impaired pronunciation of phonemes and their perception, especially experience difficulties in sound analysis and synthesis. They can be expressed to varying degrees: from mixing the order of individual sounds to a complete inability to determine the number, sequence or position of sounds in a word.

Reading for children who have preserved (even mildly expressed) speech impairments is characterized by:

Difficulties in merging sounds into syllables and words, mutual substitutions of phonetically or articulatory-close consonant sounds: whistling - hissing, hard - soft, voiced - deaf (helmet-kashka, help-help, chew-yawn);

Distortion of the syllabic structure of words ( recovered instead of crossed, operation instead of operating room, pulled out instead of pulled out),

Grammar errors (the boat capsized with two friends),

Letter-by-letter reading (K, A, Sh, A),

Reading comprehension impairment

Reading pace is too slow

- “guessing reading”.

The writing of children whose general speech underdevelopment (for various reasons) has persisted is characterized by:

Replacement of sounds: whistling - hissing, voiced - deaf, soft - hard, etc.;

Distortion of the syllabic structure of words - rearrangements, omissions, addition of syllables, separate spelling of parts of a word and the merging of two words, indicating an unformed sound analysis;

Grammatical errors are shortcomings associated with the transfer of agrammatisms into written speech (incorrect use of prepositions and prefixes, case endings, agreements of various parts of speech, etc.).

Preparing for literacy- this is the formation of phonemic perception and skills of sound analysis and synthesis.

Phonemic awareness– the ability to distinguish the features and order of sounds in order to reproduce them in oral speech, and sound analysis - the ability to distinguish the same things, but to reproduce them in writing.

Why do we use symbols and not just letters? Letters are an abstract sign; they are in no way connected with sound. Some children with speech disorders have difficulty remembering them. And the symbol is associated with sound. The symbols of vowel sounds correspond to the position of the lips when pronouncing them; the symbols of consonant sounds represent a visual image of an object or object capable of producing the corresponding sound.

The formation of skills in sound analysis and synthesis is carried out in the sequence accepted in modern speech therapy:

 highlighting the first vowel sound in words;

 analysis and synthesis of combinations of two vowel sounds;

 determining the last vowel sound in words;

 determining the first and last vowel sound in words;

 determining the presence or absence of sound in words;

 determining the first consonant sound in words;

 determining the last consonant sound in words;

 identifying the vowel sound in the middle of monosyllabic words;

 synthesis of monosyllabic words consisting of three sounds;

 determining the position of a consonant sound in words;

 determining the number of syllables in words;

 synthesis of disyllabic words consisting of two open syllables.

Thus, mastering the skills of sound analysis and synthesis:

1. ensures readiness to master literacy;

2. helps prevent the occurrence of violations in written speech during school education.

"Development of sound analysis and synthesis

using various games"

The problem of preparing children with speech disorders for school is relevant today, and in modern methodological literature the process of developing sound analysis skills is not sufficiently covered. The first attempts to consciously isolate a sound from a word, and then establish the exact location of a particular sound, are necessary prerequisites for learning to read and write. According to V.K. Orfinskaya, the isolation of sound from a word appears spontaneously in preschool children, but complex forms of sound analysis need to be taught specifically. A.N. Gvozdev notes that “although the child notices the difference in individual sounds, he does not independently decompose words into sounds.” Indeed, independently identifying the last consonant sound in a word, several vowels at the same time, establishing the position of a given sound or the number of syllables is hardly possible for a preschooler. And it is very important that this assistance be qualified, holistic, and gradual. The study of sounds occurs in the process of analytical-synthetic work on a word, that is, the child masters the basic skills of sound analysis (mentally breaking down a word into its constituent sounds), as well as synthesis (combining sound elements into a single whole). And only then does one become familiar with the designation of sounds by letters. Based on sound analysis and synthesis, children master reading syllables and words. The inability to reproduce sound analysis can lead to dyslexia: difficulties and errors are primarily associated with insufficient mastery of the sound composition of a word, mixing acoustically similar sounds, and inferior sound analysis and synthesis.

The main task that teachers set for themselves is to form the personality of a developing child and prepare him for school. Literacy classes help prepare children for school, make their transition from kindergarten to school more natural, increase children’s interest in the process of learning about the world around them, and help develop more stable attention, perseverance, and the ability to accurately complete a task. The presence of gaps in the development of phonetics, vocabulary, grammatical structure and coherent speech serves as a serious obstacle to the assimilation of the curriculum in kindergarten and later in secondary school. This makes it urgent to develop the most rational ways to form sound analysis and synthesis - a necessary step towards mastering literacy.

Children with speech impairments have difficulties in sound pronunciation, phonemic perception, and a pronounced lag in the formation of vocabulary, grammatical structure and coherent speech. The presence of gaps in the development of phonetics, vocabulary, grammatical structure and coherent speech serves as a serious obstacle to mastering the kindergarten curriculum. A necessary step in mastering literacy is the formation of sound-syllable analysis.

Having realized the relevance of this problem, I began to work in depth on the topic: “Development of sound analysis and synthesis using various games.”

In the process of correctional work with children with various sound pronunciation disorders, I came to the conviction that the development of sound analysis and synthesis is an important, integral part of all work to correct sound pronunciation deficiencies in children, along with production and automation. Since without a full perception of phonemes, without their clear distinction, their correct pronunciation is impossible.

After conducting a speech examination of children with sound pronunciation disorders, I identified a low level of development of sound analysis and synthesis in the children examined. The study is based on the principles of G.P.’s methods. Belyakova, F.A. Sokhina, G.A. Tumakova and others.

The children experienced difficulties when they were asked, by listening carefully, to isolate sounds from different positions in a word. Many children found it difficult to select pictures and come up with words with a given sound. Children with developmental disabilities in sound analysis and synthesis cannot clearly repeat sounds or correctly show pictures with a certain sound. There were cases of partial impairment associated with insufficient discrimination of one group of sounds or one pair of sounds with good discrimination of other sounds. however, even small deviations can cause difficulties when a child performs sound analysis actions.

Based on the results of the examination, I made the following conclusions:

 about the relationship and mutual influence of phonemic perception and sound analysis and synthesis;

 about the conditions for the manifestation of impaired sound analysis and synthesis: in complex phonemic positions, in syllables, words, sentences, text;

 about the nature of errors that may occur in preschoolers with FFDD when teaching them to read and write.

At the beginning of my work on this problem, I set the following tasks:

 introduce children to the sound composition, sound structure of words, their conscious analysis and synthesis;

 develop the ability to identify sounds from different positions in a word, to hear and select them among other sounds;

 teach children to distinguish between the concepts of “sound”, “syllable”, “word”, “sentence”.

 learn to determine the number of syllables in a word, clap and tap the rhythm of words of different syllabic structures, and highlight a stressed syllable.

According to the assigned tasks, I developed a long-term work plan for the formation of sound analysis and synthesis.

This work can be divided into three stages:

1. The first stage is devoted to the study of vowel sounds. In this case, it is good to use the symbol system developed by T.A. Tkachenko.

The appearance of the symbols coincides with the outline of the lips when articulating the corresponding vowel sound. When learning sound analysis skills, children with general speech underdevelopment need additional auditory and visual support: the exaggerated pronunciation of the sound being studied during the lesson helps to isolate the sound in a word; Unlike letters, symbols are quickly and easily remembered by children. The symbols are geometric shapes in red: A – large circle, Y – small circle, I – horizontal stripe, O – vertically elongated oval, Y – lower half of the circle. At this stage, children learn to analyze and synthesize sound combinations of two and then three vowels such as AU, AOU, and to isolate the initial vowel in words.

2. During the second stage, along with clarifying the pronunciation of the most articulatory simple sounds, children learn to identify a sound among other sounds, a syllable with a given sound among other syllables, determine the presence or absence of a sound in a word, and isolate the initial consonant. In classes, children learn to analyze reverse syllables like vowel + consonant, forward syllables like consonant + vowel, and then GHS words (for example: poppy). At this stage, exercises with chips are introduced (red squares indicate vowel sounds, blue squares - hard consonants, green squares - soft consonants). These exercises develop the skill of reading forward and backward syllables and words. At this time, children gradually learn to understand and correctly use the terms: sound, letter, syllable, word, vowel and consonant sound, hard and soft sound, voiced and unvoiced sound.

3. At the last stage, children are taught to perform a complete sound analysis of words. The “living sounds” technique is especially widely used here. Gradually, children begin to analyze words without relying on exaggerated pronunciation. Children develop the following skills:

o distinguish studied sounds;

o know the vowel sounds of the first row and the sound I;

o know the studied consonant sounds and their acoustic-articulatory characteristics (hardness - softness, sonority - deafness);

o highlight any of the studied sounds as part of monosyllabic words ( Cancer), disyllabic ( paw), trisyllabic ( raspberry);

o determine the location of the sound (at the beginning, in the middle, at the end of the word);

o determine the linear sequence of sounds in a word;

o determine the number of sounds in a word.

Correctional education involves the development of a range of knowledge and ideas about the environment, the development of vocabulary, sound analysis and synthesis, speech skills and abilities that must be acquired by children at this age stage. Work with speech-language pathologists is aimed at overcoming their speech and psychophysical disorders through individual and subgroup classes.

This work is carried out from the very first stages of speech therapy work and is carried out in a playful way throughout the entire stage of correctional intervention, since the leading activity of a preschool child is play. S.L. Rubinstein called the game a practice of development. The significance of such an activity as a game is that it exactly corresponds to his (the child’s) age and interests and includes elements that lead to the development of the necessary skills and abilities. The game develops speech and thinking.

Play occupies a significant place in the lives of children of senior preschool and primary school age. It is a natural state, a need of the child’s body, a means of communication and joint activities of children. The game creates that positive emotional background against which all mental processes occur most actively. It reveals the child’s individual abilities and allows one to determine the level of his knowledge and ideas.

The game not only reveals the individual abilities and personal qualities of the child, but also forms certain personality traits. The game method gives the greatest effect with a skillful combination of play and teaching.

Children of four or five years old tend to play with sounds and words - “sorting out” sounds, making all sorts of combinations, sometimes meaningless and funny. Therefore, I began working with children by isolating individual sounds in a word. At the same time, it is with vowel sounds, since they are easier to isolate, that they can be sung (aaaa, iii... etc.) or drawn out for a long time. During the training period, I teach children to clearly reproduce vowel sounds, guess them by silent articulation, hear them and distinguish them from other sounds. Exercises are included to retain in memory a series consisting of 3-4 vowel sounds. In the process of work, I taught children to emphasize intonation and highlight sounds in words. Exercises for recognizing sounds in words, selecting pictures, inventing words with sounds are also carried out during games using various didactic materials (games “Who is the most attentive?”, “Add the missing sound”, etc.)

Working with object pictures (which depict various objects, toys, animals, etc.) allows you to identify individual sounds in words, the first sound in a word, and compare pairs of sounds by their sound. When organizing games to develop sound analysis and synthesis, I try to come up with interesting stories, use competitive moments, illustration games, and create game situations. For example, go to the store and buy delicious things with the sounds “k” and “ky” or “s” and “s”, put them in a basket or bag. Then count who collected the most “products”, or I suggest this game: go into the forest and name animals and birds with the sounds “r” and “ry”, “l” and “l”; go to Children's World to buy toys, etc.

When children freely determine the presence of a sound in a word, I move on to determining its place in the word.

Of particular interest to children are tasks in which scattered sounds are “collected” or, conversely, they are “scattered”, accompanied by action. Compiling word schemes from color symbols alternates with selecting or searching for suitable words for a given scheme. At later stages of work, children solve crossword puzzles. At the same time, it is important to teach children to independently ask questions about sounds, syllables, and words. Children perform creative tasks - ask questions to the characters in the lesson, each other and the speech therapist. Mistakes intentionally made by the speech therapist in answering these questions arouse special interest in children; they respond emotionally, wanting to help correct the mistake and find the correct answer.

Playing speech therapy games is fun and entertaining. Children compete with each other. As a result of the interest in games, the sounds quickly become established, speech becomes grammatically correct, and boring and uninteresting exercises in word inflection and sound analysis turn into an exciting activity.

The use of games in the system of speech therapy work can reduce fatigue and increase the child’s emotional interest.

I have made educational visual games: “Sound snail”, “Sound cube”, “Sound clock”, “Chain of words”, “Make and read the word”, “Who lives in the house?”, “Identify the first sound in the word” and others . The guys play them with great pleasure.

Already after several stages of work on developing the skills of sound analysis and synthesis, improvements in the development of children’s speech are noticeable.

The process of automation and differentiation of sounds proceeds faster; the formation of the correct syllable structure of a word is significantly accelerated. Children can easily determine the place of a given sound in a word, come up with words for a given sound, highlight the initial and final sounds in a word, repeat a syllabic series, a series of words; find a rhyming word, distinguish between short and long words, enjoy tapping or clapping the word syllable by syllable, count the number of sounds and syllables in a word.

Consequently, after the work carried out on this problem, improvements are noticeable in the development of sound analysis and synthesis skills in children of senior preschool age.

List of used literature:

1. Volkova Speech Therapy: Textbook. A manual for pedagogical students. Institute for specialties “Defectology” – M.: Education, 1989. – 528 p.

2. Kovshikov V.A. Correction of sound discrimination disorders. Methods and didactic materials. - St. Petersburg: KARO, 2006. - 128 pp.: ill. - (Series “Popular Speech Therapy”).

3. Lopukhina I.S. Logopedia, M., 1995.

4. Tkachenko T.A. Formation of the skill of sound analysis and synthesis - M.: Publishing house "Gnome and D", 2005. - 48 p. - (Practical speech therapy)