teacher speech therapist MBDOU d/s
compensating type No. 12, Belgorod
Tokareva Olga Antonovna
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Certificate: not issued
Understanding the speech of others, your own active speech accompanies all the child’s activities.
Speech is one of essential means development of the child’s personality as a whole. Many researchers of children's speech A. A. Lyublinskaya, F. A. Sokhin, E. I. Tikheeva and others believe that the main condition successful learning is the timely and complete formation of speech, which comprehensive development native language should be the basis of education.
Child with good developed speech easily enters into communication with others, he can clearly express his thoughts, desires, ask questions, and agree with peers about cooperative game. Conversely, a child’s slurred speech complicates his relationships with people and often leaves an imprint on his character. By the age of 6.7 years, and sometimes earlier, children with speech pathology begin to realize the defects of their speech, experience them painfully, become silent, shy, and irritable.
To develop a full-fledged personality, you need to eliminate everything that interferes free communication child with the team. It is important that children learn as early as possible in native speech, spoke correctly, clearly, expressively. The family understands the baby perfectly and he does not experience any particular inconvenience if his speech is imperfect. However, the child’s circle of connections with the outside world is gradually expanding; it is very important that his speech is well understood by both peers and adults.
The practice of speech therapy work shows that often the correction of sound pronunciation comes to the fore in preschool age and the importance of formation is underestimated. syllable structure words, this is one of the reasons for the occurrence of dysgraphia and dyslexia in schoolchildren.
Let us consider the features of the development of the syllabic structure of a word in ontogenesis.
The literature notes that a child with normal speech development masters the first skills of perception and pronunciation of the syllabic structure of words already in the process of babbling. (1)
Oral speech is realized in syllables, since this is a special human motor device, the brain control of which begins to improve before the sound appears on the lips. Syllable movements appear even in children who are deaf from birth. Meanwhile, monkeys, whose vocal apparatus is very similar to humans, can scream, but are not capable of syllable division and fusion. Oddly enough, canaries can quite clearly pronounce several words that are quite understandable to human hearing. And small white parrots can even compose syllables as endearing emotional reactions.
Systematic and meaningful use of syllables is only accessible to humans. Oral speech without syllable formation is impossible. IN writing syllables are not represented, because they are pronounceable, but not depictable. No lines along the course of letters can reflect expressive syllabic mergers and transitions, and this is not necessary, since when reading loudly, syllables will arise automatically and will obey the stereotypes developed in childhood and cortical control according to interpretation readable text. When reading to yourself inner speech syllabification can either help understanding complex text if necessary, reread what has been written or simply slow down reading the comparative text.
By the age of three, a child can perceive speech addressed to him at a natural pace, simply because its elements are familiar to him and he recognizes them instantly. This is the result not only of the established automatism, but also of the design features of the elements themselves. A person perceives speech in the iconic code as a continuous sequence of syllables.
The most diverse sound mergers within the syllabic stream are not interference. On the contrary, they link the syllabic stream into a well-recognized whole that has its own eigenvalue. They are recognized as a whole in the same way as any objects. To recognize our friend, we do not need to examine and identify his eyes, nose, ears and other components of his face in turn.(9)
It is necessary to stipulate that when using the term, the syllabic structure of the word, we put into this concept following linguists, methodologists following signs: number of syllables in a word and stress, sequence of syllables in a word, structure of individual syllables: forward and backward, open and closed, syllable with or without a consonant cluster.(22)
A. N. Gvozdev, I. A. Sikorsky, N. N. Shvachkin, B. Kitterman, point out the need to highlight within the phonemic aspect of speech a special process of assimilation of the syllabic structure of a word along with the assimilation individual sounds words.
A. N. Gvozdev on the features of the syllabic structure of Russian words, strength unstressed syllables not the same.
When mastering the syllabic structure of a word, the child learns to reproduce complex syllables, words in order of their comparative strength, first the stressed syllable is transmitted from the entire word, then the first pre-stressed syllable, then the weak pre-stressed syllables.
The omission of weak unstressed syllables prevents the assimilation of the sounds included in it. The assimilation of different sounds and sound combinations depends on the assimilation of the syllabic structure. A. N. Gvozdev calls the comparative strength of syllables “ main reason, influencing the preservation of some syllables in a word and the omission of others, therefore the stressed syllable, as a rule, is preserved” (5)
In his work A. N. Gvozdev “Issues of studying children’s speech” determined the sequence of a child’s mastery of syllable structure:
1. The most simple syllable for pronunciation, is the syllable that consists of a consonant and a subsequent vowel SG open syllable.
Thanks to this, the child masters such syllable patterns as two and three Difficult words consisting of open syllables, mom, raspberry.
2. The next model is vowel, consonant, closed syllable GS, covered syllable SGS. Thanks to this, monosyllabic words such as cancer and cat appear in the child’s speech.
3. Next, the child begins to combine an open syllable with a closed syllable SG+SGS rooster, skein.
4. The following words with consonant clusters SSG, GSS. The simplest is a combination of consonants in the middle of a word, more difficult at the beginning and end. Also, it is easier for a child to pronounce those combinations when two sounds with different methods of articulation are adjacent, - jacket; it is more difficult for a child to pronounce the combination of two sounds that are identical in the method of articulation, - slippers.
5. Further, the same word includes a combination of consonants and a closed syllable, monument.
6. In one word there are two consonant clusters, a cell. A. N. Gvozdev says that by the age of three the syllabic structure of a word is mastered, that is, normal developing child can pronounce all six types of syllable structure difficulties.(4)
Based on the scheme of the systemic development of normal children's speech, compiled by N. S. Zhukova based on the material from the book by A. N. Gvozdev Questions of studying children's speech, the stages of formation of the syllabic structure of words correspond to the following age periods:
1 year 3 months, 1 year 8 months.
The child often reproduces one syllable of a heard word, stressed, or two identical syllables, ga ga ga, tu tu.
1 year 8 months, 1 year 10 months.
Two-syllable words are reproduced; three complex words contain one of the syllables, mako milk.
1 year 10 months 2 years 1 month
In three complex words, sometimes a syllable is still omitted, more often a pre-stressed one, I’ll bite you, the number of syllables in four complex words.
2 years 1 month 2 years 3 months
In polysyllabic words, pre-stressed syllables are often omitted, sometimes prefixes, tsipila hooked.
2 years 3 months - 3 years.
The syllable structure is rarely violated, mainly in unfamiliar words.
In cases of speech pathology, these age-related disorders do not disappear from children’s speech by the age of three, but, on the contrary, acquire a pronounced, persistent character.(1)
Among the various speech disorders in children before school age One of the most difficult to correct is a violation of the syllabic structure of words. This defect speech development characterized by difficulties in pronouncing complex words syllabic composition, violation of the order of syllables in a word, omissions or addition of new syllables or sounds. Violation of the syllabic structure of words is usually detected when speech therapy examination children with general underdevelopment speech, but it can also occur in children suffering from phonetic-phonemic underdevelopment. As a rule, the range of these disorders varies widely, from minor difficulties in pronouncing words of complex syllable structure in conditions spontaneous speech to gross violations when a child repeats two or three complex words without a combination of consonants, even with the aid of clarity.
The issues of etiology and pathogenesis of this specific disorder of the phonetic aspect of speech are not sufficiently covered in the literature. It should be noted that this type speech pathology occurs in all children with motor alalia, which phonetic disorders speeches are not leading in the syndrome, but only accompany vocabulary disorders. In the anamnesis of children suffering from a violation of the syllabic structure of words, there is a delay in speech development in early age and the appearance of the first words in a truncated form. The first words of abnormal child speech can be classified as follows:
- correctly pronounced words: mom, give;
-words fragments, mako, milk;
- onomatopoeic words denoting an object, situation, action, bi-bi,
- outlines of the words papata - shovel,
- words that do not at all resemble words in your native language.
Violation of the syllabic structure of words persists in children with pathology of speech development for many years, revealing itself whenever the child encounters a new sound-syllable and morphological structure of a word. For example: motorcyclist, hairdresser.
School-age children often deliberately avoid using words that are most difficult for them to pronounce in spontaneous speech, thereby trying to hide their defect from others. Mastering the pronunciation of the syllabic structure of a word for children with general speech underdevelopment is great difficulty and requires special attention from a speech therapist.
Literature.
1. Agranovich Z.E. " Speech therapy work to overcome violations of the syllabic structure of words in children.” St. Petersburg “Childhood-Press” 2001
2. Gvozdev A.N. “Issues of studying children's speech” M. ed. APN RSFSR, 1961.
3. Gvozdev A.N. “A child’s acquisition of the sound side of the Russian language” M. 1948.
4. Zhinkin N.I. “Speech as a conductor of information” M. Ed. "Science" 1982
5. Markova. A.K. "Deficiencies in the pronunciation of the syllabic structure of words in children suffering from alalia." On Sat. " Special school"1961 issue No. 3
Best teaching practices in kindergarten
Forms of work on the formation of the syllabic structure of a word
in children with general speech underdevelopment
Sent by: Volkova Natalya Nikolaevna, speech therapist 1st quarter. categories
MADO “TsRR – Kindergarten No. 378" Kirovsky district of Kazan
In accordance with the principles of psychological and pedagogical classification speech disorders a category of children with general speech underdevelopment is identified, in which there is insufficient formation of all language structures. Speech suffers as a whole functional system, all its components are violated: phonetic-phonemic side, vocabulary, grammatical structure. Among the various speech disorders in preschool children, one of the most difficult to correct is this special manifestation speech pathology, as a violation of the syllabic structure of words. This speech development defect is characterized by difficulties in pronouncing words with complex syllabic composition. (violation of the order of syllables in a word, omissions or addition of new syllables or sounds). Violation of the syllabic structure of words is usually detected during a speech therapy examination of children with general speech underdevelopment, but it can also occur in children suffering only from phonetic-phonemic underdevelopment. As a rule, the range of these violations varies widely: from minor difficulties in pronouncing words of a complex syllabic structure in conditions of spontaneous speech to severe violations when a child repeats two- and three-syllable words without a combination of consonants, even with the help of clarity.
Speech therapy work to correct violations of the sound-syllable structure of a word is part of the general correctional work in overcoming speech disorders.
Work on the syllabic, phonemic and morphological composition of a word is carried out in parallel with work on clarification, expansion, activation of passive and active dictionary, development grammatical structure speech, the formation of coherent speech, as well as mental functions.
It is necessary to attract the child’s attention to syllabic, articulatory, phonetic and morphological composition words that happen through a system of games and exercises.
Various directions are used in working on the sound-syllable composition of a word:
- work on the perception of various types of intonations;
- development of tactile sensations;
- development of rhythmic abilities;
- work on the sound composition of a word;
- work to preserve and develop the syllabic composition of a word;
- working off grammatical forms words and incorporating them into a phrase.
In speech therapy work with children, overcoming shortcomings in sound pronunciation is often highlighted and the importance of developing the syllabic structure of a word is underestimated. Difficulties in pronouncing individual sounds, as well as focusing on overcoming them, lead to the fact that the sound, and not the syllable, becomes the unit of pronunciation. This is somewhat contrary to the natural process of speech development. Therefore, it is of particular importance to determine the correct relationship between the development of sound pronunciation and mastery of the syllabic structure of a word. It should be taken into account individual level speech development of each child and type of speech pathology.
Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. Corrective work can be divided into two stages:
1. Preparatory (the work is carried out on non-verbal and verbal material; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language);
At this stage, the child is offered tasks first on non-verbal material, and then on verbal.
Working on non-verbal material.
1) Games and exercises to develop concentration of auditory attention, auditory gnosis and auditory memory based on non-speech sounds (Where did you call? Do you recognize the musical instrument? etc.).
2) The development of rhythmic abilities is the basis for mastering the sound-syllable composition of words in the native language, intonation, stress. It is necessary to combine correct rhythmic speech with rhythmic movements. In addition, children with general speech underdevelopment, as a rule, have disturbances in metrhythm, which manifests itself in irregular walking and impaired coordination of movements. In this regard, you can use different kinds walking with musical and speech accompaniment, dance movements combined with clapping
Particular attention should be paid to working on rhythm, as one of the main characteristics in the violation of syllable structure. There are two rhythms: musical - the alternation and correlation in time of sounds and pauses of the same or different durations, and speech - a rhythm at the word level, in which the presence of stress and the absence of pauses in words are required. Undoubtedly, any work on rhythm, including musical rhythm, is useful for children with ODD. Even with the improvement of small and gross motor skills (which are usually impaired in children with OHP) It is necessary to pay as much attention as possible to tasks that rhythmize children’s activities.
Offered various ways rhythm reproduction: clapping your hands, tapping the ball on the floor, using musical instruments- drum, tambourine, metallophone.
The types of tasks are as follows:
- Clap your hands as many times as there are dots on the die;
- Comparison of rhythms! - !!; !! - !! -!;
- Reproduction of a certain rhythm according to a pattern;
- Tasks using stress to highlight part of a rhythmic pattern: ! !!; !!! ! !;
- Random reproduction of a rhythm followed by recording of a rhythmic pattern with symbols;
3) Formation of general correction of movements to rhythmic music: marching, running, walking.
4) Exercise to develop hand coordination: performing movements alternately with the right and left hands, and then with both hands simultaneously (fist of the left hand – edge of the right hand, etc.).
Teachers, a physical education instructor, and a music director should do this kind of work in the classroom.
The basis of working on speech rhythm or rhythm at the word level is by clapping words syllable by syllable, highlighting the stressed syllable with the voice and a louder clap. When pronouncing and clapping words at the same time, they should be pronounced without pauses between syllables. For example, we pronounce the word machine not ma - shi - na (between syllables there are pauses, all syllables are of the same volume, claps are of the same strength), and the car (without pauses, the syllable shI is pronounced longer and louder; quiet clap, loud clap, quiet clap). Similarly, the word milk is not ma - la - ko, and certainly not mo - lo - ko, but malakO (without pauses, the syllable KO is pronounced longer and louder).
Clapping words in this way, in addition to practicing the syllabic structure, significantly contributes to the easier identification of stressed syllables by children in literacy classes.
Before you start working on words, you need to teach your child to clap quietly and loudly, clap once and many times with different rhythms. When these tasks are completed clearly enough, you can move on to pronouncing with simultaneous clapping of sound combinations consisting of vowel sounds. Then we move to the level of direct syllables (equally repeating), then syllables with different sounds early ontogenesis (for example, ma - pa, pa - ma, pa - ta - kA, etc.). Then you can go to the word level.
Work on syllable structure should go in parallel with development phonemic hearing and production of sounds. It is recommended to start working on syllable structure not with words of the type that is impaired in the child, but first with words of a simpler syllabic structure.
Violations of the syllabic structure of words persist in the speech of preschoolers with OHP longer than deficiencies in the pronunciation of individual sounds. The syllabic structure of a word, learned in isolated pronunciation, is often distorted again when the word is included in a phrase or independent speech.
Great importance For the correct pronunciation of the syllabic composition of a word, the degree of familiarity with it plays a role - unfamiliar words are distorted more often than words well known to the child.
The most important thing in the work is individual approach to children who offers accounting mental characteristics, performance, speech abilities preschooler and the nature of the violation of the syllabic structure of the word. Therefore, it is advisable to carry out work on the formation of the syllabic structure of a word individually, as part of a lesson on correcting sound pronunciation. Characteristic feature classes on the formation of the correct syllable structure of a word is the frequent repetition of types of work on different speech material with the inclusion of elements of novelty in content and form.
Correction of violations of the syllabic structure of words in children with general speech underdevelopment is a poorly studied and insufficiently described topic. Guidelines measures to correct this violation are contradictory and incomplete, despite the fact that this problem relevant. The importance of this problem is evidenced by the fact that timely mastery correct speech is of great importance for the development of a child’s full-fledged personality, and mastering the syllabic structure of a word is one of the prerequisites for mastering literacy and further successful education of the child at school.
Annex 1
Vowel level.
Children are offered the following tasks:
Say the sound A as many times as there are dots on the die;
Say the sound O as many times as the speech therapist clapped your hands;
Singing a series of sounds with clear articulation, repeating sounds with a speech therapist, reading letters, writing a series of letters (auditory and visual dictations): AU IA OA; AUI IAU; AUA UAU; AUIA IUAO;
The same tasks with highlighting percussion sound: A UA, A U A, AU A;
Recognizing a series of sounds by silent articulation and pronouncing them with a voice;
The speech therapist taps out a rhythm, and the child must, in accordance with this rhythm, pronounce vowel sounds as follows: A-AA; AA-A; A AA; A A A; AA A .
Syllable level.
It is advisable to carry out this type of work at the stage of automation and differentiation of sounds practiced by a speech therapist. Tasks can be as follows:
Making words from the given letters (S N O - dream, nose).
Stringing rings onto a rod while simultaneously pronouncing a chain of syllables.
Count how many syllables the speech therapist said (syllables are forward, backward, with a combination of consonants).
Name the stressed syllable in the chain of heard syllables.
Repetition of chains of syllables: sa-so-su-sy; sy-sa-so-su.
Repetition after the speech therapist of a series of syllables with a combination of consonants:
hundred-hundred-stu-sty
a-sta, a-hundred, a-stu, a-sta.
and-sta, and-hundred, and-stu, and-sta.
Game “Say the other way around”: sa-as, so-os, tsa-ast.
Recording syllables of various types under dictation.
Word level.
When practicing words of different syllable structures, the following must be taken into account:
- the structure of words being mastered expands and becomes more complex due to the structures already present in the child’s speech;
- the formation of the syllabic structure of words is carried out on the basis of certain word patterns, which are fixed both isolated and as part of a phrase;
- in the most severe cases, work should begin with evoking or consolidating the onomatopoeic words existing in the child’s speech. (Particular attention should be paid to the repetition of onomatopoeia, which creates certain opportunities for assimilation syllabic series, for example: aw-aw, meow-meow);
- The transition to two-syllable words is carried out using already acquired simple syllabic structures: children are offered two-syllable words such as mom, dad, baba.
Formation of the syllable structure of a word
One of the most difficult to correct among various speech disorders in preschool children is such a special manifestation of speech pathology as a violation of the syllabic structure of words. Violations of the syllabic structure of words are usually detected during a speech therapy examination of children with general speech underdevelopment. This speech development defect is characterized by difficulties in pronouncing words with complex syllabic composition. (violation of the order of syllables in a word, omissions or addition of new syllables or sounds). Speech therapy work to correct violations of the sound-syllable structure of a word is part of the general correctional work in overcoming speech disorders. And quite often, a speech therapist teacher can recommend such tasks for repetition at home. This is especially true for children with motor alalia.
Highlight two stages of work on the formation of the syllabic structure of a word:
1) Preparatory stage-development of a sense of rhythm, stimulation of the perception of the rhythmic structure of a word.
It is recommended to work on the formation of rhythmic skills:you can use various types of walking with music and speech accompaniment, dance movements combined with clapping your hands, speech in a certain rhythm, clapping rhythms,tapping the ball on the floor, using musical instruments - drum, tambourine, glockenspiel,simple dance exercises.Exercise to develop hand coordination: performing movements alternately with the right and left hands, and then with both hands simultaneously (fist of the left hand – edge of the right hand, etc.).
2) Corrective stage- reproduction of rhythmic beats in the child’s own speech without disturbances, first by imitation, then in independent speech.
This stage takes place in the following order:
· - clarifying the articulation of preserved sounds;
· - pronunciation of syllable series of varying degrees of complexity only with preserved sounds according to the scheme:
Vowel + vowel /au, ua, ia/
Consonant + vowel /ba-ba-ba/;
Vowel + consonant /am-am-am; oh – oh – uh/
Vowel + consonant + vowel /apa-apa-apa/
Consonant + consonant + vowel /kwa – kwa – kwa/
Vowel + consonant + consonant /aft – aft - aft/
Vowel + consonant + consonant + vowel /adna-adna-adna/
· - pronouncing words after an adult in a mirror, naming words from pictures, making sentences with familiar words.
There are 14 types of syllable structure of a word according to increasing degrees of complexity (classification of words according to A.K. Markova). Take into account this classification(see Appendix 2) is also necessary when learning to read. Complication consists in increasing the number and using different types of syllables:
1. Two-syllable words made from open syllables ( willow, children).
2. Three-syllable words made from open syllables ( hunting, raspberries).
3. Monosyllabic words (house, poppy).
4. Two-syllable words with a closed syllable ( sofa, furniture).
5. Two-syllable words with a cluster of consonants in the middle of the word ( bank, branch).
6. Two-syllable words made from closed syllables (compote, tulip).
7. Three-syllable words with a closed syllable ( hippopotamus, phone).
8. Three-syllable words with a combination of consonants ( room, shoes).
9. Three-syllable words with a consonant cluster and a closed syllable ( lamb, ladle).
10. Three-syllable words with two consonant clusters ( tablet, matryoshka).
11. Monosyllabic words with a combination of consonants at the beginning of the word ( table, cabinet).
12. Monosyllabic words with a combination of consonants at the end of the word ( elevator, umbrella).
13. Two-syllable words with two consonant clusters ( whip, button).
14. Four-syllable words made from open syllables ( turtle, piano).
The basis of working on speech rhythm or rhythm at the word level is clapping words syllable by syllable, highlighting the stressed syllable with the voice and a louder clap.
Violations of the syllabic structure of words persist in the speech of preschoolers with OHP longer than deficiencies in the pronunciation of individual sounds. The syllabic structure of a word, learned in isolated pronunciation, is often distorted again when the word is included in a phrase or independent speech.
Mastering the syllabic structure of a word is one of the prerequisites for mastering literacy and further successful education of a child at school.
Annex 1
Norms for the development of the syllabic structure of a word
in children of different age categories:
3 years: reproduction of words consisting of:
From 2 syllables, for example, (cotton wool, willow, owl, etc.),
Of 3 syllables (cabin, car, ducklings, etc.)
From 1 syllable, for example, (poppy, juice, smoke, etc.)
4-5 years:reproduction of words:
From open syllables without a consonant cluster (raspberries, buttons, tomatoes...);
Of 4-5 syllables with a combination of consonants at the beginning, middle, end of the word (snow, cabbage, roof, cat, bridge, birdhouse, yogurt, medicine, draft, TV, frying pan, whistle, policeman, aquarium, hairdresser, construction... )
The child must be able to:
Name the subject pictures;
Repeat the words after the adult;
Answer the questions (Where is hair cut?..).
After 5 yearsChildren repeat after adults sentences with a large concentration of complex words, for example:
The plumber was fixing the water pipe.
A policeman regulates street traffic.
Multi-colored fish swim in the aquarium.
Builders are working on the construction of a high-rise building.
Hair being cut in a barbershop.
In addition, children can independently make sentences based on the plot pictures.
Children school age must be able to complete tasks, both orally and in writing:
Reading words with complex syllabic structure;
Reading sentences rich in words of different types;
Reading tongue twisters;
Copying complex words and sentences.
Appendix 2
Types of syllable structure of a word by increasing degree of complexity
1. Two-syllable words made from open syllables:
melon, water, soap, cotton wool, coffee, fly, owl, children, perfume, moon, feet, willow, vase, notes, goat, teeth, miracle, sleigh, summer, winter, fox, goat, foam, mud.
Tanya, Katya, Vitya, Olya, Sanya, Petya, Valya, Vadya, Zhenya, Kolya, Tolya, Galya,
I walk, I carry, I lead, I carry, I walk, I give, I run, I take, I sing, I sow, I winnow.
2. Three-syllable words made from open syllables:
shovel, dog, cubes, boots, cabin, Panama hat, ducklings, head, raspberries, newspaper, mimosa, berries, car, coin, wheel, milk, cow, road, magpie, hut, rowan, viburnum, vegetables, weather, work, birch, guys, dried apricots, replacement, lanterns, log, beard, care, knee, head, hoof, rainbow, iron, boots, cart, pajamas
3. Monosyllabic words from a closed word:
poppy, bow, ball, whale, forest, beetle, catfish, juice, oak, lion, honey, house, cat, goose, smoke, nose.
Don, son of couples, cat, noise, weight, than, hall, beat, lived, washed, gave, sang, sat down, lie down, sit, sing, give, rash, pour.
4. Two-syllable words with a closed syllable:
lemon, broom, spider, banana, fire, package, can, hammock, wagon, loaf, iron, rooster, skating rink, sofa, scoop, rope, belly, giraffe, stump, day, shade, salon, sofa, one, parade, ferry, sail, bazaar, banana, ballet, ram, fire, cook, flight, buffet, bud, bouquet, pilot, python, pie, bison, ticket, beads, rooster, pencil case, pepper, runner, herd, coupon, basin, axe, goods, tomato, watch, lettuce, boot, net, pike perch, knot, factory, castle, smell, sunset, skating rink, boar, carpet, goat, pheasant, torch, fakir, peas, lawn, city, voice, carriage, final, eagle owl, date, virus, temple, turn, turn, naughty, hut, naughty, stocking, cast iron, eccentric, puppy, goldfinch, twitter, sock, knife, number, burdock, curl, tray, bag
5. Two-syllable words with a confluence in the middle of the word:
bank, skirt, letter, branch, letters, duck, bath, threads, cap, fork, pumpkin, slippers, window, skates, T-shirt, taxi, fleece, days, tambourines, tow, place, dough, squirrel, family, modeling, fishing line, aunt, cat, mouse, bump, bangs,
Kostya, Nastya, Gerda, Tishka, Zhuchka, Toshka.
I hold, I crawl, I am silent, I turn, I take, I pick.
6. Two-syllable words with a closed syllable and a combination of consonants:
edging, tile, compote, bow, forester, watering can, teapot, tray, album, rain, cactus, fountain, bear, donut, magnet, tulip, turkey, dolphin, suit, compass, soldier, peacock, coat, broth, shepherd,
Sergey, Matvey, Anton, Pavlik.
He pushed, he managed, he turned, he drew, he endured, he cleaned.
dish, pancakes, elephants, wall,
Swim, swallow, knock
Grisha, Stepan, German, Andrey, Sveta
7. Three-syllable words with a closed syllable:
bun, plane, tomato, suitcase, hippopotamus, cockerel, pineapple, cornflower, telephone, drum, diver, parrot, hammer, captain, calf, shop
pelican, pie, plane, icebreaker,
8. Three-syllable words with a combination of consonants:
apple, chess, sausage, candy, cuckoo, dumbbells, room, gate, boots, snail, cabbage, fishing rod, needle, gazebo, felt boots, girl, frog, tent, firecracker, plate, pin.
9. Three-syllable words with a consonant cluster and a closed syllable:
Panama hat, button, bench, swimsuit, pipette, room, herring, minute, gate, dumbbells, snail, hodgepodge, soldering iron, knee, file, bus, grasshopper, octopus, Indian, machine gun, lamb, rose hip, gardener, monument, rug, alarm clock, orange, grapes, hunter, pendulum, coffee pot.
10. Three-syllable words with two confluences:
matryoshka, hut, toy, Dunno, rifle, light bulb, antenna, tablets, carrot, jump rope, strawberry, clove, bench, turkey, football player, accordion
11, 12. Monosyllabic words with a combination of consonants at the beginning or end of the word:
Pronouncing syllable series with these consonants:
I know - I know - I know - I know
wildebeest - gno - wildebeest - wildebeest
klya - klya - klya - klya
aphids - aphids - aphids - aphids
nta – nto – ntu – nty
hundred - hundred - stu - sty
bottom - bottom - bottom - bottoms
fta – fto–ftu – ftyi, etc.
flag, bread, gnome, cabinet, sign, bottom, glue, bow, sheet, bolt, bush, tank, cupcake, umbrella, elevator, screw, days, stumps, bend, maple, weave, fabric, aphid, who, wedge, aphid, scarf, bolt, minced meat, hill, bridge.
13. Two-syllable words with two sequences:
star, barbell, nest, matches, chicks, flags, stick, nails, whip, cage, cranberry, rolling pin, button, satellite, books, penguin.
One of important tasks V common system Correctional and speech therapy work is the formation in children of grammatically correct, lexically rich and phonetically clear speech, which makes it possible to fully verbal communication. Application correctional system, developed according to the characteristics of syllable structure disorders in children, can significantly reduce the severity of this disorder or completely eliminate it in both oral and written speech. In a language system with three main components - phonetics, vocabulary and grammar - syllabic structure occupies special place. On the one hand, this is undoubtedly part of the pronunciation side of speech - phonetics (T.G. Egorov, N.H. Shvachkin and others). But on the other hand, there is a connection between structural distortions of words and their semantic insufficiency (R.E. Levin, A.K. Markova and others). That's why lexical units, namely words with unfamiliar meanings, are more likely to undergo changes at the syllable level.
The most effective results in overcoming violations of the syllabic structure of words are achieved through careful preparatory work. It is necessary to correct not only sound pronunciation, but also auditory-motor coordination (for example, reproducing rhythms according to an auditory pattern), correction speech breathing, development of articulatory praxis. This type of work makes it easier for children to make articulatory switches and prevent omissions and substitutions of syllables. Corrective work on the development of the syllabic structure of words consists of several stages. Special meaning At each stage, the work of analyzers is devoted, not only speech, but also auditory, visual and tactile. The success of speech therapy work depends on how thoughtfully the lexical material is combined with the work of various analyzers.
Stage I. Working with vowel sounds and letters.
In development syllabic analysis V speech plan It is important to be able to identify vowel sounds in words (there are as many syllables in a word as there are vowels). Relying on vowel sounds allows you to eliminate and prevent reading and writing errors such as missing or adding vowels.
- Introduction to vowel sounds. At the same time, work is being done to develop the sensations of articulatory movements. When naming each vowel sound, children clench their palms, as if making a snowball. With such squeezing of the palms, a stronger impulse is sent to the brain. In the future, this technique is used when analyzing the syllabic structure of a word: each syllable is a lump.
Sounds (vowel articulation)
Stage II: Corrective work at the syllable level. - Sound recognition from the silent articulation of the speech therapist (only vowels of the first row + I). - Children show silent exaggerated articulation (only vowels of the first row + I). — Singing a series of sounds with clear articulation with support from sound players and without support: OA, UI, AIU, IOU, etc. ( required row sound artists are displayed on a typesetting canvas or board). - Singing a series of sounds highlighting the percussive sound: AIU, AIU, AIU, etc. ( preparatory work to the definition of a stressed syllable). - Formation of iotated vowels of the second row (consonant sound Y + vowel sound). Rule: two sounds - one letter. - Singing series of vowels of the first and second row with clear articulation based on letters (without relying on sound players) EA, YI, AЁУ, YAUO, etc. - Singing vowels of the first and second row with emphasis on the stressed vowel (reliance on a series of cards with letters).
The degree of complexity of syllabic analysis largely depends on the nature of the syllables and their pronunciation difficulty. IN direct syllable(tu) sounds are more closely fused in pronunciation than in the reverse (ut). As a result, in the process of syllabic division, children often see two syllables in one syllable, naming sounds (u-t-ka). In this regard, special attention is paid to highlighting back syllable as a whole. Syllables are studied in the following sequence:
- reverse: AM, OX, UT, etc.;
- straight lines: LO, NU, DYA, etc.;
- with a consonant cluster:
- KRA, STO, vocational school, etc.;
- OFT, UNK, ILP, etc.;
- DOL, NUS, MIT, etc.;
Children are offered the following tasks: - “Make a lump” if the speech therapist pronounces a syllable. Explain your choice, for example: STA is a syllable because there is a vowel AM. M or KL is not a syllable because there is no vowel. — Compilation of syllabic tables (). — Reading syllabic tables with various types syllables (). — Recording syllables of various types under dictation, highlighting vowels. — Selection of words for a given syllable in a certain position, for example:
Stage III. Corrective work at the word level.
Corrective speech therapy work on Stage III is conducted sequentially in accordance with the 13 main groups/classes of the syllabic structure of words:
- two-syllable words made of open syllables (fly, notes, vase...);
- three-syllable words made of open syllables (shovel, cubes, raspberries...);
- monosyllabic words from a closed syllable (poppy, beetle, forest...);
- two-syllable words with a closed syllable (lemon, broom, skating rink...);
- two-syllable words with a confluence in the middle of the word (fork, letters, T-shirt...);
- two-syllable words with a closed syllable and a combination of consonants (teapot, suit...);
- three-syllable words with a closed syllable (telephone, captain, store...), etc.
Children are offered the following tasks:
- Name the vowels in the word. It is exaggerated to show the articulation of each vowel. Words are offered whose pronunciation is no different from their spelling. “Make lumps” by clearly naming each syllable. — Place pictures under the diagrams, for example:
- Connect the “lumps” with arrows to make the word: shock, ne, tu; on, that, com; from, ka, bush, etc.
- Divide the words into syllables, using your palms to form lumps. Swap syllables. Write down a couple of words. For example: pump - pine, jar - wild boar, mouse - reed, etc.
- Come up with a series of words so that last syllable one word became the first syllable of the next, for example: fish - ram - morning - porridge - ... etc.
— Guessing puzzles allows children to more fully feel and see the syllabic structure of the words with which they have to operate, for example: tigers, thimble, eleven.
Change the words according to the model, adding one syllable at a time. “Make a lump” for each syllable.
Example words: cat, bow, table, ball, screw, umbrella, key, ball, screw.
— Didactic games, which involve gross and fine motor skills. ()
Work on polysyllabic words is designed for long time. Each word is broken down into syllables. Each syllable is worked out separately, with exaggerated articulation and clenching of the palms into a “lump.” Particular attention is paid to the pronunciation of syllables with a combination of consonants: kry-zhov-nik, satellite, slag-ba-um, peep-look-dy-vat, remember-min-nat, fold-dy-vat. Then the syllables need to be connected smoothly. The speech therapist needs to carefully ensure that during synthesis there are no omissions, rearrangements, additions or distortions.
When working on polysyllabic words, in addition to the above tasks, you can suggest the following:
- Composing one word from two, for example: it flies itself - an airplane, Blue eyes- blue-eyed, dark hair - dark-haired, fast legs - fleet-footed, long ears - long-eared, loving warmth - heat-loving, giving good - thanking, grateful, etc.
- Selection of other words for each syllable of a polysyllabic word, for example: - Change words according to the pattern, adding one syllable at a time. “Make a lump” for each syllable.
It is convenient to divide polysyllabic words into groups: nouns, adjectives, verbs. This should include complex words found in Russian language and reading textbooks primary school. On speech therapy classes work is carried out with a table of 6-8 words. At home, children reinforce the smooth exaggerated pronunciation of these words. At the same time, work is being done to write these words. The emphasis is on writing with pronunciation, and the pronunciation is also exaggerated, which allows the analyzers involved in the process of formation of written speech to be more actively involved in the work.
Stage IV: Corrective work at the sentence and text level.
The next stage is to work out the syllabic structure of words using the material of sentences, phrases, texts, and poems. The teacher-speech therapist selects specific lexical material independently depending on the level of speech development of the children. Children can be offered the following tasks: - Learning simple phrases with different types of syllables and a repeating syllable series, for example: sha-sha-sha - mother washes the baby; Ichka-ichka - a bird on a tree. - Coming up with pure sayings for a given syllable: la-la-la - .... — Finish unfinished words in sentences, guess riddles (the syllable structure of the riddles becomes more complex gradually). - Game “Coding” (tapping out the rhythmic structure of words in a sentence), for example: Ko -ti k pi l mo -lo -ko.
— Reading sentences and connected texts with preliminary division of words into syllables.
— Reading text with exaggerated pronunciation of missing words, or words instead of which a picture is drawn
(). Corrective speech therapy work should be differentiated, taking into account the structure of the defect, psychological characteristics children. Great importance is attached to organizational and emotional level classes and each stage of the lesson separately. Preference is given group work as providing training for children’s communicative abilities. With systematic work and connection in correction process speech, auditory, visual and tactile analyzers, there is a positive dynamics in the development of the syllabic structure of words, which is immediately reflected in written works children.
Literature.
- Agranovich Z. E. “Speech therapy work to overcome violations of the syllabic structure of words.” St. Petersburg, ed. "Childhood-press", 2004
- Bogomolova A.I. " Speech therapy benefit for activities with children." M., ed. School; St. Petersburg, Bibliopolis, 1996
- Bolshakova S. E. “The work of a speech therapist with a preschooler.” M., 1996
- Voloskova N. N. “Difficulties in developing writing skills in students primary classes" M., 1996
- Lalaeva R.I. "Speech therapy work in correctional classes" M., 2001
- Lukashenko M. L., Svobodina N. G. “Dysgraphia.” M., publishing house "Eksmo", 2004. Panova L.S., teacher-speech therapist of the first qualification category, Municipal educational institution "Secondary school No. 24", Podolsk
Speech therapy work to eliminate violations of the syllabic structure of words in children with dysarthria involves influencing all components of the speech system.
Complete system speech therapy intervention includes:
Development of general, minor and articulatory motor skills;
Correction of sound pronunciation (staging, automation, differentiation of sounds);
Development of phonemic hearing, formation of skills phonemic awareness;
Work on the syllable structure of a word;
Expansion and enrichment of the vocabulary (active and passive);
Development of grammatical structure of speech;
Formation of intonation-expressive aspects of speech;
Formation of coherent speech;
Developing self-control over speech;
Formation practical skills and skills in using correct speech.
The development of the syllabic structure of words in preschool children with dysarthria was carried out through a system of game exercises. Their goal is to contribute to the formation cognitive activity child. Corrective work was carried out in individual and subgroup speech therapy sessions.
Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. Two stages can be distinguished:
Preparatory; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;
Actually correctional work; The goal is to correct defects in the syllabic structure of words in a child.
Preparatory stage.
At this stage, game exercises are offered, first on non-verbal material, and then on verbal material.
Working on non-verbal material.
1. Game exercises to develop the concentration of auditory attention, auditory gnosis and auditory memory on the material of non-speech sounds (Where did they call? Recognize a musical instrument by its sound. How many times did you hit the drum?)
2. Work on the rhythm (first on a simple one, and then on a complex one). Children are offered various ways to reproduce the rhythm: clapping their hands, tapping a ball on the floor, using musical instruments - a drum, a tambourine, a metallophone.
Types of tasks:
Clap your hands as many times as there are dots on the die;
Comparison of rhythms: !-!!, !!-!!-;
Recognition of rhythms and correlating them with a certain rhythmic pattern written in symbols;
Reproduction of a certain rhythm according to the model of a speech therapist, according to a given pattern;
Arbitrary reproduction of rhythm by a child followed by recording of the rhythmic pattern with symbols;
Playing long sounds (pipe, harmonica - “-” symbol and short “+” - drum, tambourine). The rhythmic pattern can be as follows: --++, ++-+--, etc.
3. Formation of general coordination of movements to rhythmic music:
marching, easy running.
4. Exercises for the development of dynamic praxis of the hands: performing movements (with the left, right hand, two hands) according to a model, according to verbal instructions or by counting: fist-rib, fist-rib-palm.
5. Exercises to develop hand coordination: performing movements with both hands simultaneously (fist of the left hand – edge of the right hand, etc.)
6. Graphic exercises for switching (continue the line): 0-0-0…;+=+=…
Work on verbal material.
Game exercises aimed at developing spatiotemporal concepts such as beginning, middle, end; before, behind, after; first, last. These concepts are important when a child masters the sequence of sound-syllable series, the sound content of words of a simple and complex syllabic structure.
Exercises to develop optical-spatial orientation.
Exercise 1.
The child sits on a chair, eyes closed. The adult rings the bell, holding it in front of the child, behind him, above and below the chair, on the right and left. You need to correctly say where the bell rings.
Exercise 2.
An adult names the action of an object or an object. The child answers whether it is far or close.
(The pencil is lying, palm trees are growing, the aquarium is standing, the doll is lying, mom is working, etc.)
Exercise 3.
The child moves in space according to the instructions of the adult.
The robot moves forward... stop. To the right...stop. Down... (under the table)... stop. Left...stop, etc.
Exercises to develop somatic-spatial orientation.
Exercise 1.
After showing it to an adult, the child repeats the movements, answering questions.
Adult. Where is the heart?
Child. Left.
Adult. Where is your crown?
Child. From above.
Adult. Where is your back?
Child. Behind.
Adult. Where's the belly?
Child. Front.
Exercise 2.
The child independently shows: left little finger, right elbow, right toe, left wrist, left thigh, etc.
Exercises 3.
The child performs “cross” movements, showing: with the right hand the left cheek, the left side with the right hand, the left hand the right temple, the little finger of the right hand the left eye, etc.
Exercises 3.
The adult silently performs the movements, the child must repeat with the same hand or foot, avoiding mirroring: right hand up, left leg to the side, etc.
Exercises 4
An adult asks you to perform the so-called movements without showing a model.
Exercises to develop orientation in two-dimensional space.
Exercise 1.
Place a dot at the top of the sheet, a stick at the bottom, draw a cross on the right, a bird on the left, draw a wave in the lower left corner, etc.
Exercise 2.
From the point placed on the sheet, the child, without lifting his hand, must draw a line under the commands of an adult.
We go right, stop, up, stop, right, etc.
Exercise 3
The child must continue the series: xx\ xx\ xx\; ...< … <…<
Exercise 4.
Copying by a child of various figures from simple to more complex.
Exercise 5.
An adult and a child draw a plan of the room, indicating the position of windows and furniture doors.
Exercises to develop time-spatial orientation.
Exercise 1.
Graphic dictation. (Draw a house first, then a person, a flower at the end, etc.)
Exercise 2.
Tasks: first jump, then sit, clap your hands at the end, etc.
Exercise 3.
The adult interrupts the child’s performance and asks questions.
What did you do before? What are you doing now? What will you do next7
Exercise 4.
Arranging pictures according to the themes “Seasons”, “Parts of the day”.
Exercise 5.
An adult and a child talk on the topic “Yesterday-today-tomorrow.”
Exercise 6.
Transition to working with speech material. An adult gives a child a task.
2. Listen to the sentences: The fire is burning. The bird is flying. It is snowing. Count. Name the third sentence, the second, the first.
Exercises to develop dynamic and rhythmic organization of movements.
Holding dynamic programs. The exercise consists of the child repeatedly repeating an action independently after presenting instructions to an adult.
1. Articulation exercises.
Open your mouth, bare your teeth, puff out your cheeks;
Tongue behind the right cheek, lips in a tube, tongue on the lower lip;
click your tongue twice, blow once;
Pull in your cheeks, click your tongue, blow once;
Silently articulate vowels (i-u-a);
2. Exercises for arms.
– use your thumb to alternately touch your index finger, little finger, and middle finger;
Place your hand on the table with your fist, edge, palm;
Show a ring of fingers, palm vertical, “bunny ears”;
From and. p. “fist on the table” alternately show the thumb, little finger, index finger;
3.Body exercises:
Lean to the right, squat, stand, clap your hands;
Wave your arms above your head, put your hands behind your back, jump in place;
Stomp your foot, hands to your shoulders, down, raise your head, lower it.
Exercise 7.
Repeating rhythmic patterns after an adult - tapping, clapping, stamping.
Corrective stage
Working on vowels
Accurate perception and clear articulation of vowels ensure the correct transmission of the syllable outline of the word, and also prevent the replacement of vowels and rearrangement of syllables.
Exercise 1.
The child repeats pairs, triplets and a large number of sounds from more contrasting to less contrasting. Suggested syllables:
A – I A – I – O U – A – I – O
A – U U – A – I E –U – A – I
I – O I – O – Y A – I – O – Y
S – A E – U – A I – E – U – A
U – E A – Y – O U – A – Y – O
A – O I – Y – E O – I – Y – E
O – U O – U – A E – O – U – A
Exercise 2.
· on one exhalation, and smoothly;
loud (quieter, very quiet);
· alternating volume within one row;
· fast slow).
Exercise 3.
Additional tasks. To consolidate work on vowels, the child is asked to:
· show the same number of fingers as sounds;
· tap sounds silently;
stand up when a series of three sounds sounds;
· name two (three, five) vowel sounds yourself;
· come up with as many sounds as there are stars drawn;
· recognition of a series of sounds by silent articulation and pronouncing them with a voice;
Repeat the sounds in reverse order.
Working on syllables
Exercise 1.
The exercise consists of repeating rows, starting with two to three syllables. Syllables taken:
With common consonants:
MA – MO – MU – WE – ME;
With common vowels:
BU – KU – VU – NU – DU;
Reverse:
AN – EUN – OH – EN – UN
OF – OP – OH – OT – OM;
Closed syllables, their rows and pairs:
MAK – MOK – MUK – MYK – MEK
POP - POP - POP - POP
TUK – MUK BOK – WOK;
Direct and reverse syllables with hard and soft consonants:
BA – BYA AP – EL
VU - VU UV - UV
MO – MIO EN – EN
Exercise 2.
To consolidate work on syllables, the child is asked to:
· arrange the sticks according to the number of syllables;
· take as many steps, jumps as there were syllables;
· identify the same sound in a series;
· come up with syllables with the same vowels (consonants);
· come up with and (“make a wish”) syllables with a given consonant;
· repeat a number of syllables in reverse order;
· repeat only the first and last syllable of the row;
· pronounce syllables smoothly (shortly), loudly (quietly), different in height, quickly (slowly);
· highlight the stressed syllable (reflected);
· name the first (second, third) sound of the syllable;
· create a syllable from the given sounds (K), (P), (A), so that there is a vowel in the middle;
· compare two syllables: MA – AM, UT – KUT, KOP – POK, CON – PYN.
· building up syllables;
· reduction in the number of syllables;
· tapping syllable chains.
Working on syllables with consonant clusters.
Exercise 1.
Suggested syllables:
Open and closed:
kna-akn gna-agn
dmo-odm tmo-otm
PTU-UPT BMU-UBM
With oppositional consonants:
fta-fta fta-vda
tko-tke tko-dgo
kmu-kmu kmu-gmu
Syllable chains:
I-I-I-I-I-I-I
gwa-gwo-gwu-gwy-gwe
hwa-hwi-hwi-hwe
Syllables with a change in consonant position:
mna – nma
sko – xo
xtu – thu
zby - bzy
Exercise 2.
To consolidate work on syllables with consonant clusters, the child is asked to:
· analyze the syllable (name the first, third, second sounds);
· make a syllable from these sounds so that the consonants (or vowels) come first;
· come up with a syllable consisting of two consonants and one vowel;
compare syllables:
INT – YNT
UBR - UPR.
Types of syllabic structure of words.
1. Two-syllable words consisting of open syllables: melon, water, fly, cotton wool, etc.
2. Three-syllable words consisting of open syllables: shovel, dog, cubes, Panama hat, etc.
3. Monosyllabic words consisting of a closed syllable: poppy, onion, juice, whale, etc.
4. Two-syllable words consisting of one open and one closed syllable: lemon, banana, sofa, bouquet, etc.
5. Two-syllable words with a cluster of consonants in the middle of the word: bank, skirt, duck, thread, etc.
6. Two-syllable words with a closed syllable and a cluster of consonants in the middle of the word: cactus, bear, soldier, peacock, etc.
7. Three-syllable words with a closed syllable: tomato, suitcase, parrot, shop, etc.
8. Three-syllable words with a combination of consonants: apple, sausage, cuckoo, girl, etc.
9. Three-syllable words with a combination of consonants and a closed syllable: bus, gardener, orange, grapes, etc.
10. Three-syllable words with two consonant clusters: toys, light bulb, jump rope, strawberry, etc.
11. Monosyllabic words with a consonant cluster at the beginning or end of the word: leaf, bush, tank, umbrella, etc.
12. Two-syllable words with two consonant clusters: star, nest, nails, beets, etc.
13. Four compound words consisting of open syllables: piano, corn, button, caterpillar, etc.
14. Four-syllable words with a combination of consonants: refrigerator, motorcycle, teacher, towel, etc.
14 types of syllable structure of a word are proposed according to increasing degrees of complexity (classification by S.E. Bolshakova).
Working on words.
Exercises to distinguish between long and short words.
Exercise 1. There are long and short strips of paper on the table. The speech therapist pronounces long and short words. Having heard the word, the child places a chip under the long or short strip, respectively.
Words: bitch, bicycle, soup, beetle, fly agaric, etc.
Exercise 2.
In front of the child are pictures with monosyllabic, polysyllabic words. We need to divide them into two groups.
Exercise 3.
Two are selected from a group of children. One child looks for objects in the room with short names, the other with long ones. Having found the object, player 2 names it.
Exercises to explain the meanings of unfamiliar words.
Since knowledge of lexical meaning is necessary for mastering correct pronunciation, the meaning of the word should be clarified (for example, by including it in sentences).
Exercises for reflected scanned repetition of words of the type being studied.
Exercise 1. Training the ability to pause between words. The speech therapist calls the word. The child must repeat and tap it on the table. At the same time, if an adult raises his hand, you need to pause until the hand comes down.
Example: bu…..sy, not…..bo, lyu…..di, ko…..le-but (ko-le…..but), o-le…..ni (o…..le -ni), si…..ni-tsa (si-ni…..tsa).
Exercise 5.
Sound analysis and synthesis.
1. Counting syllables, naming one, two, etc. syllables in a row, or in discord at the request of the speech therapist.
2 Laying out strips according to the number of syllables.
3 Selecting a suitable word scheme.
4 Analysis of each syllable (counting and listing sounds). This type of work is important when learning words with consonant clusters. Offered:
1-two-syllable words with confluences in the middle of words starting with a vowel sound: needle, sheep, glasses, etc.
Then - words starting with a consonant sound: heel, nails, bag, etc.
Words with two consonant clusters: swallow, sun, leaves, etc.
2-conjunction at the end of a word (bone, bridge, bandage, etc.)
3- confluence at the beginning of a word (chair, kvass, key, etc.)
4- one-syllable words with two sequences (tail, nail, pillar, etc.)
5-polysyllabic words with conjunctions (pan, medicine, library, etc.)
Exercise 6.
Isolated pronunciation of the words “Let's go up the stairs.” The child should, repeating the word syllable after the speech therapist, climb with his fingers up the steps of the toy ladder.
Exercise 7.
Repetition of words similar in sound composition:
Differing in vowel sounds: suk-sok, ball-sword, kit-cat, forest-fox, sam-som;
house-smoke-dam, fur-mah-moh; bull-buck-buck-buck;
skis-puddles, hands-rivers, crayfish-hands, etc.
Differing in consonant sounds: suk-sup, nose-knife, fur-mel; oak-cube-soup, horse-com-cat-kol; balls-gifts, notes-honeycombs, teeth-fur coats, etc.
Differing in consonant sound and stress location:
water-soda, goat-rose, hands-beetles, skin-goat, etc.
Repetition exercises highlighting stressed syllables.
Exercise 1.
The child repeats after the speech therapist the entire word, syllable by syllable, and then names only the stressed syllable: ko-fe…..ko-fe, ko; li-sa…..li-sa, sa.
Exercise 2.
Using a graphic representation of the stress on the word diagram, the child is asked to:
Guess the word that another student clapped;
Come up with a word for the diagram;
Put emphasis on the diagrams (in the form of a dictation).
Exercise 2.
Naming words according to their sound composition, but differing in the place of the stressed syllable (horns-ROZH-ki, ZA-mok-za-MOK, mu-KA-MU-ka, etc.
Exercises with rearranging syllables.
Exercise 1.
Swap the syllables and name the resulting word:
Words: Zhi-ly - ly-zhi (la-yu, ly-ko, on-weight, ki-pyat, na-sos;)
Syllables: ka-mu, ma-do, pa-li, ka-sum, wa-tyk, zha-lu, duk-sun, breath-lan, tuk-far, etc.
Exercise 2.
Three syllables are pronounced. Children make up a word from them: ku-ki-bi, sa-gi-po, ma-na-li, ko-so-le, vo-sy-lo, etc.
Exercises to assess normativity.
Exercise 1.
The speech therapist reads the words. Children raise a green flag if the word sounds correct. If incorrect, red.
Words: spider, spider; vutka, duck; window, window; Isa, scales; devereux, tree; moko, milk; mimon, lemon; manina, raspberries; nebel, furniture; hunter, hunter; dark snake, snake; tol, table; melon, afternoon; pinino, piano; motorcyclist, motorcyclist, etc.
Exercises for the transition to continuous pronunciation.
Exercise 1 “Guess, say the word.”
Syllables: ved-, set-, kukh-, dos-, white-, met-, waf-, color-.
Exercise 2. The child adds the first syllable and names the word: -zhama, -shina,
Goda, -keta, -midor, -reza, -tyata, etc.
Exercise 3 The speech therapist names the word, making a clap instead of the second syllable. The child adds a syllable and names the whole word.
Syllables: sa-!-let, py-!-sos, pa-!-hod, te-!-fon, mo-!-tok, vita-!-ny, ba-!-rina, etc.
Exercise 2
The child says his name. At the teacher’s signal, each player must stand next to the one whose name has the same number of syllables.
Exercise 3.
Syllable analysis and synthesis. From the proposed pictures, name those that contain a given syllable (for example, ma): raspberry, popsicle, macaque, ant, lipstick.
Arrange the pictures so that the last syllable of the previous word and the first syllable of the following word are the same (owl, cotton wool).
Beetles-kino-legs, neck-pit-maki, pin-swing-lemon, popsicle-milk-bun, etc.
Exercises to form phrases.
Exercise 1.
Pronouncing phrases:
A small light bulb, a small swallow, a small ribbon, etc.
Words: jacket, blouse, tassel, little book, bench, etc.;
Delicious pumpkin, delicious egg, delicious waffles, delicious watermelon, etc.
Words: bun, carrot, apple, chicken, cheesecake, apricots, etc.;
Exercise 2.
Formation of the genitive plural using the word “many”: melon...many melons, owl...many owls, goat...many goats, etc.
Exercise 3.
The speech therapist names the object, and the child responds with a phrase using the words round - oval: moon... moon round, cloud... oval;
words: beads, ball, head, cucumber, frying pan, drum, leaf, checkers, etc.
Exercise 4.
The speech therapist names the object. The child answers with a phrase using the words triangular, square, rectangular:
newspaper….newspaper rectangular, screen…..screen square, cap….cap triangular;
words: cubes, Christmas tree, window, book, door, soap dish, towel, refrigerator, etc.
Exercises to write short sentences using learned words.
Exercise 1. It is proposed to select a suitable action for the name of the object (standing, sleeping) and make up sentences:
The kettle......The kettle is standing. Dolphin......Dolphin is sleeping. The bear..... The bear is sleeping.
Exercise 2. Put the words in the correct order and name the sentence.
In, tomatoes, greenhouse......Tomatoes in the greenhouse.
Under the apple tree, under, apples……..Under the apple tree there are apples.
Popsicle, table, on……..Popsicle on the table.
Words. Above, icicle, the window. Tree, on, cuckoo. Uh, chess, boy. Home, above, clouds. Candy, girls, y.
Exercises to differentiate words of the studied type with words of greater or lesser contrast in syllable structure.
Exercise 1.
“Animals were brought to our zoo. We must place them in cages. In the first place we will place animals whose names have one syllable. Secondly, with names of two syllables, etc.”
Pictures: lion, hedgehog, elk, elephant, fox, hare, squirrel, zebra, giraffe, camel, hippopotamus, monkey, etc.
Exercise 2.
When pronouncing different words, you can take a different number of steps (for example, cheese is an airplane). Then the children walk through the words called by the speech therapist.
Exercises to consolidate the material.
Repetition of sentences with complex syllabic composition.
A long-legged stork flies over the house.
Aunt Dina is sitting on the sofa.
Nikita was bought sneakers and a cap.
There are eggplants and apricots in the refrigerator.
The bread box is on the refrigerator.
There is a purple sugar bowl in the cupboard.
Maxim loves to take pictures.
The librarian issues books.
A plumber fixes a water pipe.
A policeman regulates street traffic.
The postman delivers letters, newspapers, magazines.
The guide conducts excursions.
Practicing the syllabic structure of words using the material of pure phrases.
(B) Beep, beep, smoke is coming from the chimney.
Beavers wander into the cheese forests. The hippopotamus opened its mouth, the hippopotamus asks for rolls.
Bananas were thrown to a funny monkey.
They threw bananas to a funny monkey.
Beep beep. The car is humming without gasoline.
(P) Whoop-whoop-whoop, mom is making soup.
The parrot says to the parrot:
I'll scare you, parrot.
The cockerel jumped onto the threshold:
Give me a pie, baker.
(P-B) Our grandmother lost her beads.
Grandma's bean grows in the rain.
The baker baked the bagel, bagel, loaf and loaf from the dough early in the morning.
Two bulls were fighting their heads against the fence.
All sides were pierced in a noisy argument.
(B) Va-va-va an owl is sitting on a branch.
Three crows on the gate.
The water carrier was carrying water from the water supply.
Delicious halva - praise to the master.
The fidgety wind tore out the gates like turntables.
(F) Af-af-af, there is a closet in the corner.
Fani has a sweatshirt, and Fedya has shoes.
The fleet is sailing to its native land, a flag is on every ship.
Fedya went to the buffet for candy, the fact was that there would be no candy in the buffet.
(V-F) Our Filat is never to blame.
Don't go into the forest to be afraid of wolves.
Mikhail played football and scored a goal.
The owl, even with a flashlight, cannot see anything during the day.
(D) Gu-gu-gu, geese are grazing in the meadow.
There is cackling on the mountain, a fire is burning under the mountain.
The road to the city is uphill, from the city down the mountain.
There is a jackdaw on the willow, and there are pebbles on the shore.
(K) Ko-ko-ko, don't go far.
Knock, knock, I nail the heel.
Our river is as wide as the Oka.
A fly bit her pussy and her ear hurts.
A cat with a kitten, a hen with a chicken.
(K-G) They go in single file, gander after gander.
The breast warms the side in the sun. The fungus goes into the box.
(X) Ha-ha, you won't catch the rooster.
Prokhor and Pakhom were riding on horseback.
A grief fly landed on my ear.
(D) Doo-doo-doo, apple trees are growing in the garden.
Daria gives Dina melons.
A woodpecker was hammering a tree and woke up my grandfather with his knock.
Grandfather Danil divided the melon.
(T) Ta-ta-ta, the cat has a fluffy tail.
Our guest bought a cane.
Again the guys found five honey mushrooms.
(D-T) Tom the dog guards the house.
A woodpecker was healing an ancient oak tree.
I am shaggy, I am shaggy, I am above every hut in winter.
(M) Mu-mu-mu, milk for anyone?
Mom washed Mila in the bath.
Where there is honey, there are flies.
Toma sat on a bench near the house all day.
(N) An-an-an, dad is fixing the tap.
The nanny is babysitting Nadya and Nina.
Nina plays the piano.
Feet dressed up in new boots.
(C) Sa-sa-sa, a fox is running in the forest.
As-as-as, our gas has gone out.
Os-os-os, there are a lot of wasps in the clearing.
Mow the coconut while there is dew.
Little Sanya's sleigh moves on its own.
Senya carries hay in the canopy.
Sonya and Sanya have a catfish with a mustache in their nets.
(Z) For-for, go home, goat.
Zu-zu-zu, we wash Katya in a basin.
Buba the bunny has a toothache.
(N-W) Sa-za, sa-za the dragonfly flew away.
Za-sa, za-sa, a wasp flew towards us.
Sonya brought elderberries to Zina in a basket.
The net caught on a twig.
(Ts) Tso-tso-tso, there’s a ring on my hand.
The ring has no end.
Two chickens are running around right on the street.
The heron, standing on the porch, wrote the letter C.
(S-C) So-tso, so-tso, the chicken laid an egg.
Tits are funny birds.
The chicken laid an egg under the porch.
He drinks water from a nearby well all day long.
There is a cart of oats, next to the cart there is a sheep.
The sun is shining brightly through Sonya’s window.
(Sh) Sha-sha-sha, the mother is washing the baby.
Shu-shu, I'm writing a letter.
Ash-ash, Pasha has a pencil.
Hush, mice, the cat is on the roof. Make some noise - he will hear.
Our Masha was given semolina porridge.
I can't find this frog's ears.
Masha, finish your porridge, don’t bother mom anymore.
(S-Sh) Su-shu, I’m writing a letter home.
Shu-su, I met a bear in the forest.
Sasha loves sushi, and Sonya loves cheesecakes.
Cones on the pine tree, checkers on the table.
Sasha bought dryers.
(F) Zha-zha, the hedgehog has needles.
Ju-ju, let's give milk to the hedgehog.
The hedgehog has a hedgehog, the grass snake has a snake.
Snakes don’t live where hedgehogs live.
The beetle and grass snake need dinner.
(Sh-Zh) Sha-zha, sha-zha, we saw a hedgehog.
Zha-sha, Zhenya is feeding the baby.
Acorns for the mouse, cones for the monkey.
The cat has spoons in a basket.
The pie is good, there is curd inside.
On the roof of Shura lived the crane Zhura.
Midges flew around the lamp, warming its thin legs.
Be careful, midges, you will burn your legs.
(Uh) Now, we're bringing home bream.
Whoa, whoa, I’m putting on a raincoat.
Wolves prowl, looking for food.
The puppy squeaks pitifully.
(Ch) Cha-cha-cha, a candle is burning in the room.
Chu-chu, I'm knocking with a hammer.
Ooh, it's night.
A sheep's fur coat is warmer than any stove.
The student was learning his lessons, his cheeks were inky.
This is ice cream on a plate for Lenochka.
(Ts-C-C) Tsu-Chu, I'm flying on a rocket.
Chu-tsu, they gave the grains to the chick.
Tanya's saucers clash very often.
The mischievous student received one.
(L) La-la-la, I have a top.
Lo-lo-lo, it's warm outside.
We caught burbot in the shallows.
Mom washed Mila with soap.
Julia was little and was spinning around
Put the coal in the corner.
The sea wave is strong and free.
(R) Ra-ra-ra, it's hot outside.
Ro-ro-ro, there's a bucket outside.
Ar-ar-ar, there is a lantern hanging on the wall.
Three trumpeters blew their trumpets.
The crow missed the crow.
There are oak trees on the mountain, and grids growing under the mountain.
Egorka quickly says a tongue twister.
(R-L) La-ra, La-ra, the game begins.
Lara washed the floor, Lilya Lara helped.
Lara was playing the piano at Valya's.
A fisherman was catching fish, and the entire catch floated into the river.
Kandrat drew a square in his notebook.
The ship was carrying caramel, and the ship ran aground.
And the sailors ate caramel aground for three weeks.
Thus, the types of exercises were selected depending on the level of speech and intellectual development of the children, their age and type of speech pathology. The work on correcting the syllabic structure of words was carried out for a long time, systematically, according to the principle from simple to complex, taking into account the leading type of activity of children and using clarity. Thanks to this, significant results were achieved in the formation of the syllabic structure of words in children.
