Speech therapy work to eliminate violations of the syllable structure of the word in children with dysarthria involves the impact on all components of the speech system.
A comprehensive speech therapy system includes:
Development of general, fine and articulatory motor skills;
Correction of sound pronunciation (staging, automation, differentiation of sounds);
Development of phonemic hearing, formation of phonemic perception skills;
Work on the syllable structure of the word;
Expansion and enrichment of the vocabulary (active and passive);
Development of the grammatical structure of speech;
Formation of the intonational and expressive side of speech;
Formation of coherent speech;
Education of self-control over speech;
Formation of practical skills and abilities to use the correct speech.
The development of the syllabic structure of the word in preschoolers with dysarthria was carried out through a system of game exercises. Their purpose is to contribute to the formation of the cognitive activity of the child. Correctional work was carried out at individual and subgroup speech therapy sessions.
Correctional work to overcome violations of the syllable structure of words consists of the development of speech and auditory perception and speech motor skills. Two stages can be distinguished:
Preparatory; the purpose of this stage is to prepare the child for mastering the rhythmic structure of words in his native language;
Correctional work itself; the goal is to correct defects in the syllabic structure of words in a child.
Preparatory stage.
At this stage, play exercises are proposed, first on non-verbal material, and then on verbal one.
Work on non-verbal material.
1. Game exercises for the development of concentration of auditory attention, auditory gnosis and auditory memory on the material of non-speech sounds (Where did you call? Recognize a musical instrument by 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 hands, tapping the ball on the floor, using musical instruments - a drum, tambourine, metallophone.
Types of tasks:
Clap your hands as many times as there are dots on the cube;
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 the rhythm by the child, followed by the recording of the rhythmic pattern with symbols;
Reproduction of 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 hands: performing movements (with the left, right hand, with two hands) according to the model, according to verbal instructions or by counting: fist-rib, fist-rib-palm.
5. Exercises for the development of hand coordination: performing movements simultaneously with both hands (fist of the left hand - the 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 the formation of spatio-temporal representations, such as the beginning, middle, end; before, behind, after; first, last. These concepts are important in the child's assimilation of the sequence of the sound-syllable series, the sound filling of words of a simple and complex syllabic structure.
Exercises for the development of optical-spatial orientation.
Exercise 1.
The child is sitting on a chair, eyes are closed. An adult rings a bell, holding it in front of the child, behind him, above and below the chair, to the right and to the left. It is necessary to correctly say where the bell is ringing.
Exercise 2.
An adult names the action of an object or object. The child answers whether it is far or near.
(The pencil is lying, the palms 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 an adult.
The robot goes forward ... stop. To the right ... stop. Down ... (under the table) ... stop. Left ... stop, etc.
Exercises for the development of somato-spatial orientation.
Exercise 1.
After showing to adults, the child repeats the movements, answering questions.
Adult. Where is the heart?
Child. Left.
Adult. Where is your crown?
Child. Above.
Adult. Where is your back?
Child. Behind.
Adult. Where is the belly?
Child. In front.
Exercise 2.
The child independently shows: left little finger, right elbow, right toe, left wrist, left hip, 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 with the right temple, with 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 arm or leg, avoiding specularity: right arm up, left leg to the side, etc.
Exercises 4
The adult asks to perform the called movements without showing a pattern.
Exercises to develop orientation in two-dimensional space.
Exercise 1.
Put 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 set on the sheet, the child, without taking his hand off, the child must draw a line under the adult's commands.
We go right, stop, up, stop, right, etc.
Exercise # 3
The child must continue the row: xx \ xx \ xx \; ...< … <…<
Exercise 4.
A child's copying of various shapes from simple to more complex.
Exercise 5.
An adult and a child draw a plan of the room, indicating the position of windows, furniture doors.
Exercises for the development of temporal-spatial orientation.
Exercise 1.
Graphic dictation. (Draw first a house, then a person, at the end a flower, etc.)
Exercise 2.
Assignments: first jump, then sit down, 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.
Unfolding 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 work with speech material. An adult asks a child a task.
2. Listen to suggestions: Bonfire is burning. The bird is flying. Snow goes. Count. Name the third sentence, the second, the first.
Exercises for the development of a dynamic and rhythmic organization of movements.
Retention of dynamic programs. The exercise consists of repeated independent repetition of the action by the child after the instruction is presented to the adults.
1. Articulation exercises.
Open your mouth, bare your teeth, puff out your cheeks;
Tongue behind the right cheek, lips with 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 (u-u-a);
2. Exercises for the hands.
- with the thumb, alternately touch the index finger, little finger, middle finger;
Place your hand on the table with your fist, edge, palm;
Show a ring of fingers, palm is vertical, "bunny ears";
From and. n. "fist on the table" alternately show the thumb, little finger, index finger;
3. Exercises for the body:
Lean to the right, squat down, stand up, clap your hands;
Wave your hands over your head, put your hands behind your back, jump in place;
Stamp your foot, hands to your shoulders, down, raise your head, lower.
Exercise 7.
Repetition of rhythmic patterns for an adult - tapping, slapping, trampling.
Correctional 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 vowel substitution and syllable rearrangement.
Exercise 1.
The child repeats pairs, triplets and a large number of sounds from more contrasting to less contrasting. Syllables are suggested:
A - I A - I - O U - A - I - O
A - U U - A - I E - U - A - I
I - O I - O - S A - I - O - S
S - A E - U - A I - E - U - A
U - E A - S - O U - A - S - O
A - O I - S - E O - I - S - E
O - U O - U - A E - O - U - A
Exercise 2.
· On one exhalation, while smoothly;
• loud (quieter, very quiet);
· Alternating volume within one row;
· fast slow).
Exercise 3.
Additional tasks. To consolidate the work on vowels, the child is invited to:
· Show the same number of fingers as there are sounds;
• knock out sounds silently;
• stand up when a row of three sounds sounds;
· Name two (three, five) vowel sounds independently;
· Come up with as many sounds as the stars are drawn;
· Recognition of a series of sounds by silent articulation and pronouncing them with a voice;
· Repeat sounds in reverse order.
Working on syllables
Exercise 1.
The exercise consists of repeating rows, starting with two to three syllables. Syllables are taken:
With common consonants:
MA - MO - MOU - WE - ME;
With common vowels:
BU - KU - VU - NU - DU;
Inverse:
AN - EUN - ON - EN - UN
OF - OP - OH - OT - OM;
Closed syllables, their rows and pairs:
MAK - MOK - MUK - MYK - MEK
CAP - DAD PYH - YOU
TUK - MUK BOK - VOK;
Forward and backward syllables with hard and soft consonants:
BA - BYA AP - EL
VU - VU UV - UV
MO - MYO YEN - YEN
Exercise 2.
To consolidate the work on syllables, the child is invited to:
· Lay out the sticks according to the number of syllables;
· Make as many steps, jumps as there were syllables;
· Identify the same sound in a row;
· Come up with syllables with the same vowels (consonants);
· Come up with and ("guess") 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 (abruptly), loudly (quietly), different in height, quickly (slowly);
· Highlight the stressed syllable (reflected);
· Name the first (second, third) sound of a syllable;
· Compose 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;
· Decrease in the number of syllables;
· Tapping off syllable chains.
Work on syllables with concatenations of consonants.
Exercise 1.
Syllables are suggested:
Open and closed:
kna-akn gna-agn
dmo-odm tmo-otm
PTU-UPT BMU-UBM
With oppositional consonants:
fta-fta fta-vda
tko-tko-tko-dgo
kmu-kmyu kmu-hmu
Strings of syllables:
mna-mno-mnu-mny-mne
gwa-gwo-gwu-gwa-gwe
hwa-hwa-hvi-hwe
Syllables with a change in the position of the consonant:
mna - nma
sko - kso
htu - thu
zby - bzy
Exercise 2.
To consolidate the work on syllables with combinations of consonants, the child is invited to:
· Analyze the syllable (name the first, third, second sounds);
· Compose a syllable from these sounds so that consonants (or vowels) go at the beginning;
· Come up with a syllable 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, 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 confluence of consonants in the middle of the word: bank, skirt, duck, thread, etc.
6. Two-syllable words with a closed syllable and a confluence 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 confluence of consonants: apple, sausage, cuckoo, girl, etc.
9. Three-syllable words with a confluence of consonants and a closed syllable: bus, gardener, orange, grape, etc.
10. Three-syllable words with two combinations of consonants: toys, a light bulb, a skipping rope, a strawberry, etc.
11. Monosyllabic words with a confluence of consonants at the beginning or end of a word: leaf, bush, tank, umbrella, etc.
12. Bisyllabic words with two combinations of consonants: star, nest, nails, beetroot, etc.
13. Four compound words, consisting of open syllables: piano, corn, button, caterpillar, etc.
14. Four-syllable words with a concatenation of consonants: refrigerator, motorcycle, teacher, towel, etc.
14 types of the syllable structure of the word are offered according to the increasing degree 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 puts the 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 children are selected from the group. One child is looking for objects with short names in the room, another with long ones. Having found an object, the player2 calls it.
Exercises to explain the meanings of unfamiliar words.
Since knowledge of the lexical meaning is necessary to master the correct pronunciation, the meaning of the word should be clarified (for example, by including it in sentences).
Exercises for the reflected chanted repetition of the words of the studied type.
Exercise 1. Training the ability to pause between words. The speech therapist names the word. The child should 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: boo ... ..sy, not ... ..bo, lyu ... ..di, to ... ..le-but (co-le ... ..but), oh-le ... ..no (oh ... ..le -ni), si ... ..ny-tsa (si-ni ... ..tsa).
Exercise 5.
Sound analysis and synthesis.
1. Counting syllables, naming one, two, etc. syllables in a row, or in inconsistency at the request of a speech therapist.
2 Laying out stripes according to the number of syllables.
3 Choosing a suitable word scheme.
4 Analysis of each syllable (counting and enumerating sounds). This type of work is important when studying words with combinations of consonants. Offered:
1-two-syllable words with concatenations in the middle of the word, starting with a vowel sound: needle, sheep, glasses, etc.
Then - words starting with a consonant sound: heel, nails, bag, etc.
Words with two combinations of consonants: swallow, sun, leaves, etc.
2-confluence at the end of a word (bone, bridge, bandage, etc.)
3- confluence at the beginning of a word (chair, kvass, key, etc.)
4- monosyllabic words with two concatenations (tail, nail, pillar, etc.)
5-polysyllabic words with concatenations (saucepan, medicine, library, etc.)
Exercise 6.
Isolated pronouncing the words "We are going along the ladder."
Exercise 7.
Repetition of words with similar sound composition:
Differing in vowel sounds: bitch-juice, ball-sword, whale-cat, forest-fox, sam-som;
house-smoke-dam, fur-mah-moss; bull-tank-side-beech;
skis-puddles, hands-rivers, crayfish-hands, etc.
Differing by consonant sounds: bough-soup, nose-knife, fur-chalk; oak-cube-soup, horse-lump-cat-stake; balls-gifts, notes-honeycombs, teeth-fur coats, etc.
Differing in consonant sound and place of stress:
water-soda, goat-rose, hands-beetles, skin-goat, etc.
Repetition exercises highlighting the stressed syllable.
Exercise 1.
The child repeats after the speech therapist first the whole word by syllable, and then names only the stressed syllable: ko-fe ... .. ko-fe, ko; li-sa ... .. li-sa, sa.
Exercise 2.
Using the support on the graphic image of stress on the word scheme, the child is invited to:
Guess the word that was slapped by another student;
Come up with a word for the scheme;
Put stress on the diagrams (in the form of a dictation).
Exercise 2.
The naming of words according to the sound composition, but differing in the place of the stressed syllable (ROZHKI-ROZH-ki, ZA-mok-za-MOK, mu-KA-MU-ka, etc.
Exercises with permutation of syllables.
Exercise 1.
Swap syllables, name the resulting word:
Words: Zh-ly - ly-zhi (la-yu, ly-ko, na-weight, ki-pyat, na-sos;)
Syllables: ka-mu, ma-do, pa-li, ka-sum, va-tyk, zha-lu, duk-sun, breathe-lan, tuk-far, etc.
Exercise 2.
Three syllables are pronounced. Children make up the word from them: ku-ki-bi, sa-gi-po, ma-na-li, ko-so-le, vo-sy-lo, etc.
Exercises for assessing normativity.
Exercise 1.
Speech therapist reads words. Children raise a green flag if the word is correct. If wrong, red.
Words: pawuk, spider; vutka, duck; kokno, window; Isa, scales; devero, wood; moco, milk; mimon, lemon; manina, raspberry; nebel, furniture; ohonik, hunter; dark, snake; tol, table; melon, in the afternoon; pinino, piano; mocyclist, motorcyclist, etc.
Exercises for the transition to continuous pronunciation.
Exercise 1 "Guess, say the word."
Syllables: ved-, set-, kuh-, dos-, bel-, met-, waf-, tsve-.
Exercise 2. The child adds the first syllable and calls the word: -zhama, -shina,
Years, - keta, - midor, - cut, - chicks, etc.
Exercise 3 The speech therapist names the word by claping instead of the second syllable. The child adds a syllable and names the whole word.
Syllables: sa -! - years, py -! - sos, pa -! - move, those -! - background, mo -! - current, vita -! - us, ba -! - rina, etc.
Exercise 2
The child says his name. At the signal of the teacher, each player must stand next to the one in which the name has the same number of syllables.
Exercise 3.
Syllabic analysis and synthesis. Of the proposed pictures, name which have a given syllable (for example, ma): raspberry, popsicle, macaque, ant, lipstick.
Put the pictures so that the last syllable of the previous word and the first syllable of the next word are the same (owl, cotton wool).
Beetles-movie-legs, neck-pit-maki, pin-swing-lemon, popsicle-milk-bun, etc.
Exercises for the formation of phrases.
Exercise 1.
Pronunciation of phrases:
Small light bulb, small swallow, small ribbon, etc.
Words: jacket, blouse, tassel, little book, bench, etc .;
Delicious pumpkin, delicious egg, delicious waffles, delicious watermelon, etc.
Words: roll, 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: the moon ... the moon is round, the cloud ... oval;
words: beads, ball, head, cucumber, frying pan, drum, leaf, checkers, etc.
Exercise 4.
The speech therapist names the subject. The child responds with a phrase using the words triangular, square, rectangular:
newspaper… .newspaper is rectangular, screen… .. screen is square, cap… .cap is triangular;
words: cubes, tree, window, book, door, soap dish, towel, refrigerator, etc.
Exercises for writing short sentences with learned words.
Exercise 1. It is proposed to choose a suitable action for the name of the object (standing, sleeping) and make sentences:
The kettle ... ... The kettle is standing. Dolphin …… The dolphin is sleeping. Bear ... .. The bear is sleeping.
Exercise 2. Put the words in the correct order and name the sentence.
In, tomatoes, in the greenhouse ……. In the greenhouse there are tomatoes.
Apple tree, under, apples …… ..Apples under the apple tree.
Eskimo, table, on …… ..Eskimo on the table.
Words. Above, the icicle, by the window. A tree, on, a cuckoo. Uh, chess, boy. Home, above, clouds. Sweets, girls, u.
Exercises to differentiate words of the studied type with words of greater or lesser contrast in syllable structure.
Exercise 1.
“Animals have been brought to our zoo. We have to put them in their cages. In the first, we will settle animals, the names of which are one syllable. In the second, with names of two syllables, etc. "
Free images: lion, hedgehog, elk, elephant, fox, hare, squirrel, zebra, giraffe, camel, hippo, monkey, etc.
Exercise 2.
When pronouncing different words, you can take a different number of steps (for example, cheese-plane). Then the children walk through the words called by the speech therapist.
Exercises to consolidate the material.
Repetition of sentences of complex syllabic composition.
A long-legged stork flies over the house.
Aunt Dina is sitting on the couch.
Nikita bought sneakers and a cap.
In the refrigerator there are eggplants and apricots.
The bread box is on the fridge.
The buffet has a purple sugar bowl.
Maxim loves to be photographed.
The librarian gives out the books.
The plumber is fixing the plumbing.
A policeman regulates traffic.
The postman delivers letters, newspapers, magazines.
The guide conducts excursions.
Working out the syllabic structure of words on the material of pure phrases.
(B) BBC, smoke coming from the chimney.
Beavers wander into bora cheeses. The hippopotamus opened his mouth, the hippopotamus asks for rolls.
Bananas were thrown at the funny monkey.
They threw bananas at a funny monkey.
BBC. The car hums without gasoline.
(P) Oo-oo-oo, mom's making soup.
The parrot says to the parrot:
I'll parrot you, parrot.
Cockerel jumped on the threshold:
Give me a pie, baker.
(P-B) Lost beads from our grandmother.
Babkin bob grows in the rain.
The baker baked the bagel, bagel, long loaf and loaf of dough early.
Two bulls were beating their foreheads at the fence.
They pierced all sides in a noisy dispute.
(B) Va-va-va an owl is sitting on a bitch.
Three crows at the gate.
The water carrier was carrying water from the water supply system.
Delicious halva - praise to the master.
The girly wind tore the gates like turntables.
(F) Af-af-af, there is a wardrobe in the corner.
Fani has a sweatshirt, and Fedya has shoes.
The fleet is sailing to its native land, a flag on every ship.
Fedya went to the buffet for candy, the fact that there will be no sweets in the buffet.
(V-F) Our Filat is never to blame.
Wolves are afraid not to go to the forest.
Mikhail played football and scored a goal.
The owl, even with a lantern, does not see anything during the day.
(D) Gu-gu-gu, geese graze in the meadow.
On the mountain they giggle, under the mountain the fire burns.
The road to the city is uphill, from the city from the mountain.
There is a jackdaw on the willow, pebbles on the shore.
(K) Ko-ko-ko, don't go far.
Knock knock, I'm nailing my heel.
Our river is as wide as the Oka.
A fly bit the pussy and the pussy's ear hurts.
A cat with a kitten, a chicken with a chicken.
(K-G) Going gander after gander in single file.
The lump warms the side in the sun. Go fungus into the box.
(X) Haha, don't catch your cock.
Prokhor and Pakhom rode on horseback.
A bitter fly sat on the ear.
(D) Doo-doo-doo, apple trees grow in the garden.
Daria gives Dina melons.
The woodpecker hammered the tree, woke the grandfather with a knock.
Grandfather Danil was sharing a melon.
(T) Ta-ta-ta, the tail is fluffy in the cat.
Our guest bought a cane.
Again the guys found five honey agarics.
(D-T) Tom the dog is guarding the house.
A woodpecker healed an ancient oak tree.
I am shaggy, I am shaggy, I am above every hut in winter.
(M) Mu-mu-mu, milk to whom?
Milu's mother was washing soap in the bath.
Where there is honey, there are flies.
Toma sat on a bench by the house all day.
(H) An-an-an, dad is fixing the tap.
The nanny is babysitting Nadia and Nina.
Nina plays the piano.
Dressed up legs in new boots.
(C) Sa-sa-sa, a fox is running in the forest.
As-as-as, our gas went out.
Os-wasps-wasps, there are many wasps in the clearing.
Mow the ekos while the dew is.
At the little Sled, the sleds go by themselves.
Senya carries hay in the canopy.
Sonya and Sanya have catfish with a mustache in their nets.
(Z) For-za, go home goat.
Zu-zu-zu, we wash Katya in the basin.
Buba's bunny got a toothache.
(S-Z) Sa-za, sa-za a dragonfly flew away.
Za-sa, za-sa, a wasp flew over to us.
Sonya Zina brought elderberries in a basket.
The net caught on a twig.
(C) Tso-tso-tso, there is a ring on the hand.
The ring has no end.
Two chickens are running right on the street.
The heron, standing on the porch, wrote the letter C.
(C-C) So-tso, so-tso, he laid an egg.
Tits are funny birds.
The chicken laid an egg under the porch.
From a nearby well, water is drunk all day.
There is a cart of oats, next to the cart is a sheep.
The sun is shining brightly in Sonya's window.
(Sh) Sha-sha-sha, mom washes the baby.
Shu-shu, I'm writing a letter.
Ash-ash, Pasha has a pencil.
Hush, mice, the cat is on the roof. Make noise, he will hear.
Our Masha was given semolina.
I will not find the ears of this frog.
Masha, finish the porridge, don't bother your mom anymore.
(S-Sh) Su-shu, I'm writing a letter home.
Shu-su, I met a bear in the forest.
Sasha loves drying, and Sonya loves cheesecakes.
Cones on the pine, checkers on the table.
I bought Sasha drying.
(F) Ms. Ms., the hedgehog has needles.
Zhu-zhu, we'll give milk to a hedgehog.
The hedgehog has a hedgehog, the snake has a snake.
Snakes do not live where hedgehogs live.
The beetle needs dinner, and so it’s.
(Sh-Z) Sha-zha, sha-zh, we saw a hedgehog.
Zha-sha, Zhenya is feeding the baby.
Acorns for a mouse, cones for a monkey.
The cat has spoons in the basket.
Good pie, inside the curd.
Zhura's crane lived on the roof of Shura.
Midges flew around the lamp, thin legs warm.
Be careful, midges, you will burn your legs.
(Uh) Shcha-shcha, we are bringing home bream.
Ash-ashch, I put on a raincoat.
Wolves prowl, looking for food.
The puppy squeaks pitifully.
(H) Cha-cha-cha, a candle is burning in the room.
Chu-chu, I'm knocking with a hammer.
Och-och, night has come.
A sheep's coat is warmer than any stove.
The student taught his lessons, his cheeks are in ink.
This is ice cream on a plate for Lenochka.
(Ts-Ch) Tsu-chu, I'm flying on a rocket.
Chu-tsu, gave the chick grains.
Tanya's saucers beat very often.
The mischievous student received one.
(L) La-la-la, I have a whirligig.
Lo-lo-lo, it's warm outside.
We caught burbot when we were aground.
Mommy Milu soaped soap.
Julia was little and spun
Put coal in the corner.
The sea wave is strong and free.
(R) Ra-ra-ra, it's hot outside.
Ro-ro-ro, there is a bucket on the street.
Ar-ar-ar, there is a lantern on the wall.
Three trumpeters blew their trumpets.
The crow missed the funeral.
Oak trees grow on the mountain, grids grow under the mountain.
Yegorka speaks a tongue twister quickly.
(R-L) La-ra, La-ra, the game begins.
Lara washed the floor, Lily helped Lara.
Lara played the piano at Vali's.
The fisherman was catching the fish, the whole catch floated into the river.
In a notebook, Kandrat drew a square.
Carried the ship with caramel, ran the ship aground.
And the sailors have been eating caramel for three weeks.
Thus, the types of exercises were selected depending on the level of speech and intellectual development of children, their age and the type of speech pathology. The work on correcting the syllabic structure of words was carried out for a long time, in a systematic way, according to the principle from simple to complex, taking into account the leading type of activity of children and using visualization. Thanks to this, significant results were achieved in the formation of the syllable structure of the word in children.
For a long time, linguists have been interested in questions of syllable and syllabary definition.
It is customary to call a syllable the minimum unit of a speech stream. From the point of view of articulation, a syllable is defined as the minimum pronunciation unit, that is, a sequence of speech movements that is formed by a single respiratory impulse, a single impulse of muscle tension (L.V. Shcherba) or as a result of one control command (L.A. Chistovich et al. ). In the acoustic approach, a syllable is defined as a wave of increase and decrease in sonority. With both approaches, the vowel, which is a syllable element, is considered the top of a syllable, and the consonants are considered its peripheral elements.
Syllables are divided into closed (ending in a consonant) and open (ending in a vowel). The most common syllable model in Russian is consonant + vowel (SG), i.e. open syllable. As L.V. Bondarko, speech is a combination into a continuous sequence of open syllables, each of which may contain a different number of consonants.
The main structural unit of the Russian language is the SG syllables - open syllables. Being the minimum speech unit both in terms of perception (perception) and in terms of pronunciation, syllables have five perceptual-articulatory features, which are called syllabic contrast features. Syllabic contrast is the difference between a consonant and a vowel sound in a syllable. All open syllables of the type (SG) are more contrasting than any syllables of the type (GS).
Consonants and vowels are more clearly perceived in a contrasting syllable (SG) than in a less contrasting syllable (GS). Any syllable can be characterized by the number of contrasts that exist in it. We present the characteristics of these five contrasts; we quote from the book by E.N. Vinarskaya and G.M. Bogomazov "Age Phonetics":
1. Loudness contrast - from a minimum on a voiceless plosive consonant to a maximum on a vowel; the weakening of the contrast occurs both by increasing the volume of the consonant (the loudest are the sonants), and by decreasing the volume of the vowel (the least loud are [and], [s], [y]).
2. In contrast to the formant structure - from its complete absence on a voiceless plosive to a clear formant structure of a vowel. This contrast is weakened by the appearance of formants in consonants (maximally "formant" - sonants) and by the weakening of some formants in vowels.
3. Contrast in duration - from instant plosive noise to long vowel sounds. The contrast disappears in syllables with any other consonants.
5. Contrast at the place of formation (locus) associated with the initial and final frequency of the second vowel formant. The minimum contrast is in [a] -syllables with soft consonants, the minimum is in [and] -syllables. The contrast weakens as the place of formation of the consonant and vowel approaches. At the same time, the weakening of contrast is maximal in post-stressed syllables: syllables with sonants or voiced slit consonants are often impossible to divide into two elements corresponding to a consonant and a vowel, as a result of the complete disappearance of the contrast between these elements.
Normally, after three years, the syllable structure is mainly formed, but in a number of cases, violations of the syllable structure after three years persist and manifest themselves steadily. Combined with a violation of sound pronunciation (physiological disorders), with a violation of the sound filling of words, violations of the syllable structure often make speech incomprehensible to others.
A.K. Markova defines the syllable structure of a word as an alternation of stressed and unstressed syllables of varying degrees of difficulty. The syllable structure of a word is characterized by four parameters: 1) stress, 2) the number of syllables, 3) a linear sequence of syllables, 4) the model of the syllable itself. Violations of the syllable structure in different ways modify the syllable composition of the word. Distortions are clearly distinguished, consisting in a pronounced violation of the syllable composition of the word. Words can be deformed by:
1. Violations of the number of syllables:
but) Elysia - reduction (omission) of syllables: "skein" (hammer).
The child does not fully reproduce the number of syllables in the word. When reducing the number of syllables, syllables may be dropped at the beginning of the word ("na" - the moon), in its middle ("gunitsa" - a caterpillar), the word may not be fully agreed upon ("kapu" - cabbage).
Depending on the degree of speech underdevelopment, some children reduce even a two-syllable word to a monosyllabic one ("ka" - porridge, "pi" - wrote), others find it difficult only at the level of four-syllable structures, replacing them with three-syllable ones ("puvitsa" - a button).
The omission of the word-forming vowel.
The syllable structure can be reduced due to the loss of only syllabic vowels, while the other element of the word - the consonant is preserved ("prosonic" - pig; "sugar bowl" - sugar bowl). This type of violations of the syllable structure is less common.
b) Iteration
- an increase in the number of syllables due to the addition of a syllable vowel in the place where there is a confluence of consonants ("tarawa" - grass). This lengthening of the structure of the word is due to its peculiar dismembered pronunciation, which is, as it were, "unfolding" the word and especially the concatenations of consonants into constituent sounds ("airship" - airship).
2. Violations of the sequence of syllables in a word:
- rearrangement of syllables in a word ("devore" - tree);
Rearrangement of sounds of adjacent syllables ("hebemot" - hippopotamus). These distortions occupy a special place, with them the number of syllables is not violated, while the syllable composition undergoes gross violations.
3. Distortions of the structure of a single syllable:
Reduction of the consonant confluence, which turns a closed syllable into an open one ("kaputa" - cabbage); a syllable with a confluence of consonants - into a syllable without a confluence ("tul" - chair).
This defect of Filichev and Chirkin is singled out as the most common when pronouncing words of various syllable structures by children suffering from OHP.
Inserting consonants into a syllable ("lemon" - lemon).
4. Anticipation, those. assimilation of one syllable to another ("pipitan" - captain; "vevesiped" - bicycle).
5. Perseveration(from the Greek word for "persistent"). This is an inert stuck on one syllable in a word ("pan-nanama" - panama; "vvvalabey" - a sparrow).
The most dangerous is the perseveration of the first syllable, because this type of violation of the syllable structure can develop into stuttering.
6. Contamination - joining parts of two words ("refrigerator" - refrigerator, bread box).
All these types of distortions of the syllable composition of the word are very common in children with systemic speech disorders. These disorders are found in children with speech underdevelopment at different (depending on the level of speech development) levels of syllabic difficulty. The retarding effect of syllabic distortions on the process of mastering speech is further aggravated by the fact that they are very persistent. All these features of the formation of the syllabic structure of the word interfere with the normal development of oral speech (accumulation of vocabulary, the assimilation of concepts) and impede the communication of children, and also, undoubtedly, interferes with sound analysis and synthesis, therefore, interfere with literacy learning.
By the type of violations of the syllable structure of the word, one can diagnose the level of speech development. Characterizing the levels of speech development, R.E. Levina highlights the following features of the reproduction of the syllable structure of a word:
First level- limited ability to reproduce the syllable structure of a word. In the independent speech of children, one- and two-syllable formations prevail, and in the reflected speech there is a clearly noticeable tendency to reduce the repeated word to one or two syllables (cubes - "ku").
Second level - children can reproduce the outline of words of any syllabic structure, but the sound composition is diffuse. The greatest difficulties are caused by the pronunciation of monosyllabic and disyllabic words with a confluence of consonants in the word. One of the adjacent consonants is often observed here, and sometimes several sounds (star - "screech"). In some cases, the shortening of polysyllabic structures occurs (policeman - "aney").
Third level- complete syllabic structure of words. Only as a residual phenomenon is the permutation of sounds, syllables (sausage - "kobala") noted. Violation of the syllable structure is much less common, mainly when playing unfamiliar words.
In some works, the question of the factors determining the assimilation of the structure of the word in children with normal speech development is raised. So, A.N. Gvozdev, considering the assimilation of the syllable composition of a word, dwells on the peculiarities of the syllabic structure of Russian words, which consists in the fact that the strength of unstressed syllables in it is not the same. When mastering the syllable structure, the child learns to reproduce the syllables of a word in the order of their comparative strength; first, from the whole word, only the stressed syllable is transmitted, then the first pre-stressed and, finally, weak unstressed syllables appear. The omission of weak unstressed syllables prevents the assimilation of the sounds included in them, and therefore the fate of different sounds and sound combinations is associated with the assimilation of the syllable structure. The comparative strength of the syllables of A.N. Gvozdev calls "the main reason influencing the preservation of some syllables in the word and the omission of others." As you know, words consist of several syllables, having as their center a stressed syllable, characterized by the greatest strength and clarity of pronunciation, unstressed syllables with less strength are adjacent to it. For the syllable structure of Russian words, it is characteristic that the strength of unstressed syllables is not the same: among them, the first pre-stressed syllable is the strongest. These features of the syllable structure of a word are very clearly reflected in the reproduction of words by a child.
The child does not immediately master the ability to reproduce all the syllables of a word: during a certain period, there is a skip (elision) of syllables. The main reason that influences the preservation of some syllables in the word and the omission of others is their comparative strength. Therefore, the stressed syllable is usually retained. This is especially pronounced in the way the child reduces two-syllable and three-syllable words to one syllable.
T.G. Egorova, analyzing the question of the factors affecting the extraction of sound from a word, along with the sound environment, names the syllabic and rhythmic structure: it is easier for a child to isolate sounds from two-syllable words with open syllables, it is more difficult to analyze words with one closed syllable, and even more difficult with a confluence of consonants.
Analysis of the first individual words with normal and impaired speech development shows that the first 3-5 words in their sound composition are very close to the words of an adult: "mom", "dad", "baba", "give", "am", "boo ". The set of these words is relatively the same for all children. The time of appearance of the first words in children under normal and pathological conditions also does not have significant differences.
Researchers of normal children's speech have long noticed that a child who begins to speak does not accept difficult words, that when children learn new words, it is easier to grasp such words as "am-am", "BBC", that the child instead of the hard-to-pronounce word inserts an easy one.
It is noticed that both in norm and in pathology there is a moment when children repeat only a certain set of "their" words, which they actively use in dealing with parents and other persons, but refuse to repeat other words that are offered to them, while showing persistent negativism. These initial words in their sound design are close to the words of adults addressed to a child ("mom", "dad", "baba", "yes", "meow", etc.). However, in the course of further development, the imperfection of motor coordination of the organs of articulation forces the child to abandon the path of accurate transmission of the sound composition of words and move on to reproducing not sound, but rhythmic-syllabic and intonational characteristics of the newly acquired verbal material, for example: "tititics" (bricks).
Both in the norm and in the case of speech impairment, there are a number of words that are distorted by both categories of children in exactly the same way: "yaba" (apple), "mako" (milk), "pi ko" (to drink coffee).
The first words of children in ontogeny and dysontogenesis of speech are characterized by polysemantism: the same sound combination in different cases serves as an expression of different meanings, and these meanings become understandable only due to the situation and intonation.
According to the scheme of systemic development of normal children's speech, compiled by N.S. Zhukova based on the book by A.N. Gvozdev "Questions of studying children's speech", the formation of the syllable structure of words goes through the following stages:
1 year 3 months - 1 year 8 months - the child often reproduces one syllable of the heard word (stressed) or two identical syllables: "ha-ha", "tu-tu";
1 year 8 months - 1 year 10 months - two-syllable words are reproduced; in three-syllable words, one of the syllables is often omitted: "mako" (milk);
1 year 10 months - 2 years 1 month - in three-syllable words, sometimes the syllable is still omitted, more often the pre-stressed one: "kusu" (bite); the number of syllables in four-syllable words may be reduced;
2 years 1 month - 2 years 3 months - in polysyllabic words, pre-stressed syllables are often omitted, sometimes the prefixes: "tsipilas" (clung to);
2 years 3 months - 3 years - the syllable structure is rarely violated, mainly in unfamiliar words.
1 Gorelov I.N. The problem of the functional basis of speech in ontogenesis. - Chelyabinsk, 1974.
2 The table is borrowed from the Reader on age psycholinguistics (Age psycholinguistics // Reader. Compiled by KF Sedov. - M., 2004).
Formation of the syllabic structure of the word
One of the most difficult for correction among various speech disorders in preschool children is such a special manifestation of speech pathology as a violation of the syllable structure of words. Violation of the syllable structure of words is usually detected during speech therapy examination of children with general speech underdevelopment. This defect in speech development is characterized by difficulties in pronouncing words of a complex syllabic composition. (violation of the order of syllables in a word, omissions or the 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.
Allocate two stages of work on the formation of the syllable structure of the word:
1) Preparatory stage-development of a sense of rhythm, stimulation of the perception of the rhythmic structure of the word.
It is recommended to carry out work on the formation of rhythmic skills:you can use various types of walking with musical and speech accompaniment, dance movements in combination with clapping your hands, speech in a certain rhythm, slapping rhythms,tapping the ball on the floor, using musical instruments - drum, tambourine, metallophone,simple dance exercises.Exercise for the development of hand coordination: performing movements alternately with the right and left hands, and then simultaneously with both hands (left hand fist - right hand rib, etc.).
2) Correctional 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:
· - clarification of the articulation of preserved sounds;
· - pronouncing syllable rows of varying degrees of complexity only with preserved sounds according to the scheme:
Vowel + vowel / ay, ya, ia /
Consonant + vowel / ba-ba-ba /;
Vowel + consonant / am-am-am; ooh - ooh - ooh /
Vowel + consonant + vowel / apa-apa-apa /
Consonant + consonant + vowel / kva - kva - kva /
Vowel + consonant + consonant / aft - aft - aft /
Vowel + consonant + consonant + vowel / adna-adna-adna /
· - pronouncing words for an adult reflected, naming words from pictures, making sentences with familiar words.
There are 14 types of syllable structure of words according to the increasing degree of complexity (classification of words by A.K. Markova). It is necessary to take into account this classification (see Appendix 2) when teaching reading. Complication consists in increasing the number and using different types of syllables:
1. Two-syllable words from open syllables ( willow, children).
2. Three-syllable words from open syllables ( hunting, raspberry).
3. Monosyllabic words ( house, poppy).
4. Two-syllable words with a closed syllable ( sofa, furniture).
5. Two-syllable words with a confluence of consonants in the middle of the word ( bank, branch).
6. Two-syllable words from closed syllables (compote, tulip).
7. Three-syllable words with a closed syllable ( hippo, phone).
8. Three-syllable words with consonant concatenation ( room, shoes).
9. Three-syllable words with a confluence of consonants and a closed syllable ( lamb, ladle).
10. Three-syllable words with two combinations of consonants ( tablet, matryoshka).
11. Monosyllabic words with a confluence of consonants at the beginning of the word ( table, wardrobe).
12. Monosyllabic words with a confluence of consonants at the end of the word ( lift, umbrella).
13. Two-syllable words with two combinations of consonants ( whip, button).
14. Four-syllable words from open syllables ( turtle, piano).
At the heart of work on a speech rhythm or rhythm at the word level is the slapping of words by syllables with the emphasis of the stressed syllable in a voice and a louder clap.
Violations of the syllable structure of a word are retained in the speech of preschoolers with OHP longer than deficiencies in the pronunciation of individual sounds. The syllabic structure of a word, mastered in an isolated pronunciation, is often distorted again when the word is included in a phrase or independent speech.
The assimilation of the syllabic structure of the 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 the word
in children of different age categories:
3 years: reproduction of words consisting of:
Of 2 syllables, for example, (cotton wool, willow, owl, etc.),
Of 3 syllables (cab, car, ducklings, etc.)
From 1 syllable, for example (poppy, juice, smoke, etc.)
4-5 years old:word reproduction:
From open syllables without a confluence of consonants (raspberries, buttons, tomatoes ...);
Of 4-5 syllables with a confluence of consonants at the beginning, middle, end of a word (snow, cabbage, roof, cat, bridge, birdhouse, yogurt, medicine, draft, TV, frying pan, whistle, policeman, aquarium, hairdresser, construction ... )
The child should be able to:
Name subject pictures;
Repeat words for an adult;
Answer questions (Where is the hair cut? ..).
After 5 yearschildren repeat sentences after adults with a high concentration of difficult words, for example:
The plumber was fixing the plumbing.
A policeman regulates traffic.
Colorful fish swim in the aquarium.
Builders are working on the construction of a high-rise building.
Hair is trimmed at the barber shop.
In addition, children can independently compose sentences for plot pictures.
Children school age must be able to complete tasks, both orally and in writing:
Reading words of complex syllabic structure;
Reading sentences saturated with different types of words;
Reading tongue twisters;
Cheating difficult words and sentences.
Appendix 2
Types of syllabic structure of a word in ascending degree of difficulty
1. Two-syllable words from open syllables:
melon, water, soap, cotton wool, coffee, fly, owl, children, perfume, moon, legs, 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 wear, I carry, I carry, I walk, I give, I run, I take, but I sing, I sow, I blow.
2. Three-syllable words from open syllables:
shovel, dog, cubes, boots, cabin, Panama, ducklings, head, raspberries, newspaper, mimosa, berries, car, coin, wheel, milk, cow, road, magpie, hut, mountain ash, viburnum, vegetables, weather, work, birch, guys, dried apricots, replacement, lights, 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 down, sing, give, rash, lei.
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, tree stump, day, shadow, salon, sofa, one, parade, ferry, sail, bazaar, banana, ballet, ram, fire, cook, flight, buffet, bud, bouquet, pilot, python, pie, bison, ticket, beads, cock, pencil case, pepper, runner, herd, coupon, basin, ax, goods, tomato, patrol, salad, boot, net, pike perch, twig, plant, castle, smell, sunset, skating rink, wild boar, carpet, goat, pheasant, torch, fakir, peas, lawn, city, voice, wagon, finale, owl, date, virus, temple, turn, bend, minx, 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 a 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, crawl, keep quiet, twirl, take, pick.
6. Two-syllable words with a closed syllable and a confluence of consonants:
edging, tile, compote, bow, forester, watering can, kettle, tray, album, rain, cactus, fountain, bear, bagel, magnet, tulip, turkey, dolphin, costume, compass, soldier, peacock, coat, broth, shepherd,
Sergey, Matvey, Anton, Pavlik.
He pushed, had time, turned, drew, endured, 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, hippo, cockerel, pineapple, cornflower, telephone, drum, diver, parrot, hammer, captain, calf, shop
pelican, patty, plane, icebreaker,
8. Three-syllable words with a confluence 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 confluence of consonants and a closed syllable:
panama hat, button, banquet, swimsuit, pipette, room, herring, minute, gate, dumbbells, snail, hodgepodge, soldering iron, knee, file, bus, grasshopper, octopus, Indian, machine gun, lamb, dog rose, gardener, monument, rug, alarm clock, orange, grapes, hunter, pendulum, coffee pot.
10. Three-syllable words with two combinations:
matryoshka, hut, toy, Dunno, rifle, light bulb, antenna, pills, carrot, jump rope, strawberry, carnation, bench, turkey, football player, accordion
11, 12. Monosyllabic words with a confluence of consonants at the beginning or at the end of a word:
Pronunciation of syllable series with given consonants:
know - know - know - know
gna - gno - gnu - gnu
klya - klyo - klyu - kli
aphids - aphids - aphids - aphids
nta - nto - ntu - nty
hundred - one hundred - stu - st
bottom - bottom - bottom - bottom
fta - ftu - ftu - fti etc.
flag, bread, gnome, wardrobe, sign, bottom, glue, bow, leaf, bolt, bush, tank, cupcake, umbrella, lift, screw, days, stumps, bend, maple, weave, fabric, aphids, who, wedge, aphid, scarf, bolt, minced meat, hill, bridge.
13. Two-syllable words with two concatenations:
star, barbell, nest, matches, chicks, flags, hockey stick, nails, whip, cage, cranberry, rolling pin, button, satellite, books, penguin.
Formation of the syllable structure of the word: speech therapy tasks
Kurdvanovskaya N.V.,
Vanyukova L.S.
annotation
The manual highlights the features of correctional work on the formation of the syllable structure of the word in children with severe speech impairments. Systematization and selection of speech and didactic material, lexical richness of classes will help speech therapists solve these problems, taking into account the main stages of the development of speech skills in preschool children.
The manual is intended for speech therapists, educators and parents working with children with speech disorders.
Introduction
The number of children suffering from severe speech disorders is increasing every year. Most of them, to one degree or another, have a violation of the syllabic structure of the word. If this violation is not corrected in time, in the future it will lead to negative changes in the development of the child's personality, such as the formation of isolation and complexes, which will interfere with him not only in learning, but also in communication with peers and adults.
Since this topic has not been sufficiently studied and covered in the educational and methodological literature, speech therapists have difficulties in organizing work on the formation of the syllable structure of the word: in the systematization and selection of speech didactic material, in providing classes with lexical richness.
A.K. Markova identifies the following types of violations of the syllable structure of the word.
♦ Truncation of the syllabic contour of a word due to the loss of a whole syllable or several syllables, or a syllable vowel (for example, "vesiped" or "ciped" instead of "bicycle", "prasonic" instead of "piglet").
♦ Inert stuck on any syllable (for example, "vvvvo-wild" or "va-va-vodichka"). Perseveration of the first syllable is especially dangerous, since it can develop into a stutter.
♦ Assimilation of one syllable to another (for example, "mimidor" instead of "tomato").
♦ Adding an extra syllable-forming vowel at the junction of consonants, due to which the number of syllables increases (for example, “dupelo” instead of “hollow”).
♦ Violation of the sequence of syllables in the word (for example, "chimkhistka" instead of "dry cleaning").
♦ Merging parts of words or words into one (for example, "persin" - peach and orange, "devolayet" - the girl is walking).
This manual offers carefully selected speech material, taking into account the classification of productive classes, developed by A.K. Markova, with some changes:
Onomatopoeia;
Two-syllable words from open syllables;
Three-syllable words from open syllables;
Monosyllabic words from closed syllables;
Two-syllable words from closed syllables;
Two-syllable words with a concatenation of consonants in the middle of a word and an open syllable;
Two-syllable words with a confluence of consonants at the beginning of a word and an open syllable;
Two-syllable words with a concatenation of consonants in the middle of the word and a closed syllable;
Two-syllable words with a confluence of consonants at the beginning of a word and a closed syllable;
Three-syllable words with a closed syllable;
Three-syllable words with a confluence of consonants (in different positions) and an open syllable;
Three-syllable words with a confluence of consonants (in different positions) and a closed syllable;
Monosyllabic words with a concatenation of consonants at the beginning and end of the word;
Two-syllable words with two concatenations;
Three-syllable words with two concatenations;
Four-syllable words from open syllables;
Five-syllable words from open syllables;
Four-syllable words with a closed syllable and (or) concatenations;
Five-syllable words with a closed syllable and (or) concatenations;
Compound words (more than three consonants in a row).
Work on the formation of the syllable structure of a word in a non-speaking child should begin with practicing onomatopoeia.
If all the groups of sounds are disturbed in the child and the formation of the phonetic side of speech was not carried out, then we recommend using the material of the first paragraphs from each section in the work on the syllabic structure of speech. The sections are arranged in such a way that their consistent use presupposes the observance of the structure of lessons on the formation of the syllabic structure in children with severe speech impairments. The manual is supplemented with an appendix and illustrative material for the section "Onomatopoeia".
If, in parallel with the work on the syllable structure of a word, you automate any sound, we recommend using the appropriate speech material. It is selected in such a way that it excludes the presence in the words of other sounds that are difficult for children. For example: the material on the sound [w] does not contain sounds such as [f], [s], [s "], [z], [z"], [c], [l], [l "], [ p], [p "]. The material for the sound [l] does not contain sounds such as [w], [f], [s], [s "], [h], [z"], [p], [p "], but start work nevertheless follows from the first paragraphs, while pure phrases contain only simple prepositions, such as on the and at.
Each vocabulary block also observes systematization: singular and plural nouns, common nouns, adjectives, adverbs, verbs.
The material containing four-syllable and five-syllable words, like the last sentences, is the final stage of work on the formation of the syllable structure of the word, but it will not be superfluous in the work on the development of speech skills in children who do not have severe impairments. It should be noted that in each specific case there should always be an opportunity to vary the sequence of work, taking into account the individual characteristics of each child.
The work of a speech therapist cannot and should not be standardized. The activation of various analyzers during classes using this lexical material (when the child must observe, listen to the name of an object or action, depict a designation or purpose with a gesture, name himself) contributes to a more solid consolidation of the material. We recommend using a predominantly playful form of classes, only in this way you can arouse the need for communication, interest in exercises, which, in turn, will ensure the emotionality of the impact and contribute to the development of speech imitation.
The lack of formation of the syllabic structure of the word in children with general speech underdevelopment has a different characteristic at different levels of speech development.
At the first level, the sound design of speech is very unclear and unstable. Children master the articulation of the simplest sounds, which replace those that are missing from them. Their speech is characterized by the absence of words. Children are not able to reproduce their syllabic structure. As a rule, these are non-speaking children. Their active speech consists of separate amorphous words-roots (ma instead of mom, na instead of dad, aw- dog, bbc- car, etc.). Non-speaking children, as a rule, have no need to imitate an adult's word, and in the presence of imitative activity, it is realized in syllabic complexes consisting of two or three poorly articulated sounds: "consonant + vowel" or, conversely, "vowel + consonant". In the active vocabulary of non-speaking children, there are from 5-10 to 25-27 words.
At the second level of speech development, difficulties in reproducing syllable structures are clearly revealed. Children can reproduce monosyllabic and only in some cases - two-syllable words consisting of direct syllables. The greatest difficulties are caused by the pronunciation of one- and two-syllable words with a confluence of consonants in a syllable, as well as three-syllable ones. Polysyllabic structures are often reduced. All these distortions of the syllabic structure are most clearly manifested in independent phrasal speech. The quantitative vocabulary and the volume of amorphous sentences may be different, but a characteristic feature of this level is the complete or partial absence of the ability to inflect. In other words, in their speech, children use words only in the form that they have learned from others. For example, the nominative singular is used in place of all other case forms. In more developed children, two forms of the same word can be identified.
At the third level of speech development, there is often a mixing of sounds that are similar in articulation and acoustic characteristics. The ability to use words with is developed. complex syllable structure, but this process is difficult, as evidenced by the tendency of children to rearrange sounds and syllables.
Methods of work on the formation of the syllabic structure of the word in children with severe speech impairments
Throughout the entire period of work, it should be borne in mind that the formation of the syllable structure of a word is carried out in two directions:
The development of imitative ability, i.e. the formation of skills for the reflected reproduction of the syllable contour;
Constant control over the sound-syllable content of the word.
It should also be remembered that it is recommended to proceed to a more complex syllabic class after practicing the words of the studied productive syllabic class in phrasal speech.
Directly the method of work in this section includes propedeutic and basic stages.
Leading at the propedeutic stage is training:
Perception and reproduction of a variety of non-speech rhythmic circuits (slamming, tapping, jumping, etc.);
Distinguishing between long and short words by ear;
Distinguishing by ear of syllable contours in length. The main task of the main stage is the formation of the skill of correct pronunciation of words of productive classes.
Propedeutic stage
At first, the speech therapist does not require the child to consciously treat the syllable as part of the word. Children learn to divide words into syllables unconsciously, and this work is based on a clear verbal pronunciation of a word by an adult. NS. Zhukova proposes to associate this pronunciation with the rhythmic movements of the right hand, which, in time, slaps the number of syllables spoken in the word on the table. Thus, the number of syllables is rhythmically combined with the simultaneous up and down movements of the right hand. In addition, the child is given visual support for the syllable in the form of any objects (chips, circles, cards) laid out one after another on the table. The speech therapist explains to the child that the word can be tapped on the cards, that words can be long (shows three cards laid out one after another) and short (removes two cards, leaving one on the left). Pronouncing the word by syllable, the speech therapist simultaneously slaps on the spread sheets of paper or chips so that the syllable falls on a separate card. Then the speech therapist asks the child to determine whether this word is long or short. For comparison, one- and three-, four-syllable words are given.
The number of children suffering from general speech underdevelopment is increasing every year. This type of disorder in children with normal hearing and preserved intelligence is a specific manifestation of a speech anomaly, in which the formation of the main components of the speech system is disturbed or lagging behind the norm: vocabulary, grammar, phonetics. Most of these children have some degree of distortion. syllabic structure of the word, which are recognized as leading and persistent in the structure of the speech defect of children with general speech underdevelopment.
The practice of speech therapy work shows that the correction of the syllable structure of a word is one of the priority and most difficult tasks in working with preschoolers with systemic speech disorders. It should be noted that this type of speech pathology occurs in all children with motor alalia, in whom phonetic speech disorders are not leading in the syndrome, but only accompany vocabulary disorders. The importance of this problem is also evidenced by the fact that the insufficient degree of correction of this type of phonological pathology at preschool age subsequently leads to the appearance of dysgraphia in schoolchildren on the basis of impaired language analysis and word synthesis and phonemic dyslexia.
A.K. Markova's studies on the peculiarities of the assimilation of the syllable structure of a word by children suffering from alalia show that the speech of children is replete with pronounced deviations in the reproduction of the syllabic composition of the word, which persist even in the reflected speech. These deviations are in the nature of one or another deformation of the correct sounding of the word, reflecting the difficulty of reproducing the syllabic structure. From this it follows that in cases of speech pathology, age-related disorders do not disappear from children's speech by the age of three, but, on the contrary, acquire a pronounced, persistent character. A child with a general speech underdevelopment cannot independently master the pronunciation of the syllabic structure of a word, just as he is not able to independently learn the pronunciation of individual sounds. Therefore, it is necessary to replace the long process of spontaneous formation of the syllable structure of the word with a purposeful and conscious process of teaching this skill.
Numerous studies carried out within the framework of the topic under consideration contribute to the clarification and concretization of the prerequisites that determine the assimilation of the syllabic structure of the word. There is a dependence of mastering the syllabic structure of a word on the state of phonemic perception, articulatory capabilities, semantic insufficiency, and the child's motivational sphere; and according to recent studies - from the characteristics of the development of non-speech processes: optical-spatial orientation, rhythmic and dynamic organization of movements, the ability to serially-sequential information processing (G.V. Babin, N.Yu. Safonkina).
In the domestic literature, the most widely presented is the study of the syllable structure in children with systemic speech disorders.
A.K. Markova defines the syllable structure of a word as an alternation of stressed and unstressed syllables of varying degrees of complexity. The syllable structure of a word is characterized by four parameters: 1) stress, 2) the number of syllables, 3) a linear sequence of syllables, 4) the model of the syllable itself. The speech therapist must know how the structure of words becomes more complicated, and how the structure of words becomes more complicated, and examine the thirteen classes of syllable structures that are most frequent. The purpose of this survey is not only to determine those syllabic classes that are formed in the child, but also to identify those that need to be formed. The speech therapist also needs to determine the type of violation of the syllable structure of the word. As a rule, the range of these violations varies widely: from minor difficulties in pronunciation of words of complex syllabic structure to gross violations.
Violations of the syllable structure in different ways modify the syllable composition of the word. Distortions are clearly distinguished, consisting in a pronounced violation of the syllable composition of the word. Words can be deformed by:
1. Violations of the number of syllables:
but) Elysia - abbreviation (omission) of syllables): “skein” (hammer).
The child does not fully reproduce the number of syllables in the word. When reducing the number of syllables, syllables may be dropped at the beginning of the word (“na” - the moon), in its middle (“gunitsa” - a caterpillar), the word may not agree to the end (“kapu” - cabbage).
Depending on the degree of speech underdevelopment, some children reduce even a two-syllable word to a monosyllabic one (“ka” - porridge, “pi” - wrote), others find it difficult only at the level of four-syllable structures, replacing them with three-syllable ones (“puvitsa” - a button):
The omission of the syllabic vowel.
The syllable structure can be reduced due to the loss of only syllabic vowels, while the other element of the word - the consonant is preserved (“prosonic” - pig; “sugar bowl” - sugar bowl). This type of violations of the syllable structure is less common.
b) Iterations:
An increase in the number of syllables due to the addition of a syllable vowel in the place where there is a confluence of consonants (“tarawa” - grass). This lengthening of the structure of a word is due to its peculiar dismembered pronunciation, which is, as it were, “unfolding” the word and especially the concatenations of consonants into constituent sounds (“airship” - airship).
2. Violation of the sequence of syllables in a word:
Permutation of syllables in a word (“devore” - tree);
Permutation of sounds of adjacent syllables (“hebemot” - behemoth). These distortions occupy a special place, with them the number of syllables is not violated, while the syllable composition undergoes gross violations.
3. Distortion of the structure of a single syllable:
Reduction of the consonant confluence, which turns a closed syllable into an open one (“kaputa” - cabbage); a syllable with a confluence of consonants - into a syllable without a confluence (“tul” - chair).
This defect is distinguished by T.B.Filicheva and G.V. Chirkin as the most common when pronouncing words of various syllable structures by children suffering from OHP.
Inserting consonants into a syllable ("lemon" - lemon).
4. Anticipation, those. assimilation of one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).
5. Perseveration(from the Greek word for "persistent"). This is an inert stuck on one syllable in a word ("pananama" - panama; "vvvalabey" - sparrow).
The most dangerous is the perseveration of the first syllable, because this type of violation of the syllable structure can develop into stuttering.
6. Contamination - joining parts of two words ("refrigerator" - refrigerator and bread box).
All these types of distortions of the syllable composition of the word are very common in children with systemic speech disorders. These disorders are found in children with speech underdevelopment at different (depending on the level of speech development) levels of syllabic difficulty. The retarding effect of syllabic distortions on the process of mastering speech is further aggravated by the fact that they are very persistent. All these features of the formation of the syllabic structure of the word interfere with the normal development of oral speech (accumulation of vocabulary, the assimilation of concepts) and impede the communication of children, and also, undoubtedly, interfere with sound analysis and synthesis, therefore, interfere with literacy learning.
Traditionally, in the study of the syllable structure of a word, the possibilities of reproducing the syllable structure of words of different structures according to A.K. Markova are analyzed, which identifies 14 types of the syllable structure of a word according to the increasing degree of complexity. Complication consists in increasing the number and using different types of syllables.
Types of words (by A.K. Markova)
Grade 1 - two-syllable words from open syllables (willow, children).
Grade 2 - three-syllable words from open syllables (hunting, raspberry).
Grade 3 - monosyllabic words (house, poppy).
Grade 4 - two-syllable words with one closed syllable (sofa, furniture).
Grade 5 - two-syllable words with a confluence of consonants in the middle of the word (bank, branch).
Grade 6 - two-syllable words with a closed syllable and a confluence of consonants (compote, tulip).
Grade 7 - three-syllable words with a closed syllable (hippo, phone).
Grade 8 - three-syllable words with a confluence of consonants (room, shoes).
Grade 9 - three-syllable words with a confluence of consonants and a closed syllable (lamb, ladle).
Grade 10 - trisyllabic words with two combinations of consonants (tablet, matryoshka).
Grade 11 - monosyllabic words with a confluence of consonants at the beginning of the word (table, wardrobe).
Grade 12 - monosyllabic words with a confluence of consonants at the end of the word (lift, umbrella).
Grade 13 - two-syllable words with two combinations of consonants (whip, button).
Grade 14 - four-syllable words from open syllables (turtle, piano).
In addition to the words included in the 14 classes, the pronunciation of more complex words is assessed: "cinema", "policeman", "teacher", "thermometer", "scuba diver", "traveler", etc.
The possibility of reproducing the rhythmic pattern of words, perception and reproduction of rhythmic structures (isolated beats, a series of simple beats, a series of accented beats) is also investigated.
Types of jobs:
Name subject pictures;
Repeat the words reflected behind the speech therapist;
Answer the questions. (Where do you buy groceries?).
Thus, during the examination, the speech therapist identifies the degree and level of violation of the syllable structure of words in each specific case and the most typical mistakes that the child makes of speech, identifies those frequency classes of syllables, the syllable structure of which is preserved in the child's speech, classes of the syllable structure of words that are rough violated in the child's speech, and also determines the type and type of violation of the syllable structure of the word. This allows you to set the boundaries of the level accessible to the child from which correction exercises should begin.
Many modern authors are dealing with the issues of correcting the syllabic structure of a word. In the methodological manual of SE Bolshakova "Overcoming violations of the syllable structure of a word in children" the author describes the reasons for the difficulties in the formation of the syllable structure of a word, the types of errors, the method of work. Attention is paid to the development of such prerequisites for the formation of the syllable structure of a word, as optical and somato-spatial representations, orientation in two-dimensional space, dynamic and rhythmic organization of movements. The author proposes a method of manual reinforcement that makes it easier for children to switch articulation and prevent skipping and replacing syllables. The order of mastering words with a confluence of consonants is given. The games of each stage contain speech material, selected taking into account speech therapy training programs.
The order of working out words with different types of syllabic structure was proposed by ES Bolshakova in the manual “Work of a speech therapist with preschoolers”, where the author proposes a sequence of work that helps to clarify the outline of a word. (Types of syllables according to A.K. Markova)
In the educational-methodical manual “Formation of the syllable structure of a word: speech therapy tasks” by NV Kurdvanovskaya and LS Vanyukova, the features of correctional work on the formation of the syllable structure of a word in children with severe speech disorders are highlighted. The material was selected by the authors in such a way that when working on the automation of one sound, the presence of other, difficult to pronounce sounds in the words is excluded. The presented illustrative material is aimed at the development of fine motor skills (pictures can be colored or shaded), and the order of its arrangement will help the formation of the syllabic structure at the stage of onomatopoeia.
In his textbook “Speech therapy work on overcoming violations of the syllable structure of words in children” ZE Agranovich also proposes a system of speech therapy measures to eliminate such a complex for correction, specific type of speech pathology as a violation of the syllable structure of words in children of preschool and primary school age. The author sums up all the correctional work from the development of speech and auditory perception and speech motor skills and identifies two main stages:
Preparatory (the work is carried out on non-verbal and verbal material; the purpose of this stage is to prepare the child for mastering the rhythmic structure of words in his native language;
Actually correctional (the work is carried out on verbal material and consists of several levels (the level of vowel sounds, the level of syllables, the level of the word). The author assigns a special meaning at each level to “inclusion in the work”, in addition to the speech analyzer, also auditory, visual and tactile. The purpose of this stage - direct correction of defects in the syllable structure of words in a particular child-speech pathologist.
All authors note the need for specific purposeful speech therapy work to overcome violations of the syllabic structure of the word, which is part of the general correctional work in overcoming speech disorders.
Carrying out specially selected games in group, subgroup and individual speech therapy classes creates the most favorable conditions for the formation of the syllabic structure of the word in children with general speech underdevelopment.
For example, the didactic game "Funny Houses".
This didactic game consists of three houses with pockets for inserting pictures, envelopes with a set of object pictures for a variety of game options.
Option number 1
"Zoo"
Target: development of the ability to divide words into syllables.
Equipment: three houses with a different number of flowers in the windows (one, two, three), with pockets for inserting pictures, a set of subject pictures: hedgehog, wolf, bear, fox, hare, elk, rhino, zebra, camel, lynx, squirrel, cat, rhino, crocodile, giraffe ...)
Game progress: the speech therapist says that new houses have been made for the animals at the zoo. The child is asked to determine which animals, in which house, can be put. The child takes a picture of an animal, pronounces its name and determines the number of syllables in the word. If it is difficult to count the number of syllables, the child is asked to “slap off” the word: pronounce syllables, accompanying the pronunciation with claps. By the number of syllables, he finds a house with the corresponding number of flowers in the window for the named animal and puts the picture in the pocket of this house. It is desirable that the children's answers are complete, for example: “In the word crocodile three syllables ”. After all the animals have been placed in the houses, it is necessary to say the words shown in the pictures again.
Option number 2
"Puzzles"
Target: development of the ability to guess riddles and divide words-answers into syllables.
Equipment: three houses with a different number of flowers in the windows (one, two, three), with pockets for inserting pictures, a set of object pictures: squirrel, woodpecker, dog, hare, pillow, wolf).
Game progress: the speech therapist invites the child to listen carefully and guess the riddle, find a picture with the answer word, determine the number of syllables in the word (claps, tapping on the table, steps, etc.). By the number of syllables, find a house with the corresponding number of windows, insert a picture into the pocket of this house.
Who deftly jumps on the trees
And climbs the oaks?
Who hides nuts in a hollow,
Dries mushrooms for the winter? (Squirrel)
Sleeps in the booth
The house is guarded.
Who goes to the owner,
She lets you know. (Dog)
Stuffed with fluff
Is it under your ear? (Pillow)
Knocks all the time
Hollows trees
But it doesn't cripple them,
And only heals. (Woodpecker)
White in winter,
In summer gray
Doesn't offend anyone
And he is afraid of everyone. (Hare)
Who in the cold winter
Wanders angry, hungry. (Wolf)
You can simply use pictures whose names consist of different numbers of syllables. The child takes the card, names the picture depicted on it, determines the number of syllables in the word and independently inserts it into the corresponding pocket of the house, depending on the number of flowers in the window.
