Violation of the syllabic structure of the word: correction, preparation for correction. Methodological recommendations and exercises

In the domestic literature, the most widely presented is the study of the syllable structure in children with systemic speech disorders.

A.K. Markov defines the syllabic structure of the word as an alternation of stressed and unstressed syllables of varying degrees of complexity.

The syllabic structure of a word is characterized by four parameters:

1) shock,

2) the number of syllables,

3) a linear sequence of syllables,

4) the model of the syllable itself.

Speech therapist should know, as the structure of words becomes more complicated, and examine the thirteen classes of syllable structures, which are the 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 syllable 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:

a) 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 the 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) Iterations

An increase in the number of syllables by adding 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, the "decomposition" of the word and especially the concatenations of consonants into constituent sounds ("airship" - airship).

2. Violations of the sequence of syllables in a word:

Permutation 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. 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" - a 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, i.e. 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, bread box).

All the listed types of distortion the syllable composition of the word is 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. Levin highlights the following features of the reproduction of the syllabic 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 syllable 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. Here, one of the adjacent consonants is often observed, and sometimes several sounds (star - "screech"). In some cases, the shortening of polysyllabic structures occurs (policeman - "aney").

Third level- full syllable structure of words. Only as a residual phenomenon is the permutation of sounds, syllables noted (sausage - "kobala"). Violation of the syllable structure is much less common, mainly when playing unfamiliar words.

T.B. Filicheva, characterizing the types of violations of the syllabic structure in children of the fourth level of speech development, notes that such children make, at first glance, a completely favorable impression. Understanding the meaning of a word, the child does not retain its phonetic image in his memory.

The consequence is the distortion of sound filling in different versions:

1) perseveration (librarian - "blibliotekar"),

2) permutations of sounds in a word and syllables (jacket - "pizhak"),

3) elision (hippopotamus - "bimot"),

4) paraphasia (motorcyclist - "motorcyclist"),

5) in rare cases - omission of syllables (cyclist - "bike pedist"),

6) adding sounds and syllables (vegetables - "wow").

Filicheva notes that these violations concern words with a complex syllabic structure. Children of the fourth level have no anticipation and contamination. The incompleteness of the formation of the sound-syllable structure, the mixing of sounds, characterize the insufficient level of differentiated perception of phonemes. Violation of the syllable structure of words persists in children with speech pathology for many years, it is found whenever a child encounters a new sound-syllabic structure.

Talking about factors causing a violation of the syllable structure of the word, a number of authors note that the process of mastering the syllable composition of a word is closely related to speech development in general, in particular, with the state of the phonemic (sensory) or motor (articulatory) capabilities of the child.

In case of predominance in the underdevelopment of speech disorders in the field of auditory perception in children, permutations of syllables, the addition of the number of syllables, prevail. The assimilation of syllables and the reduction of consonants are rare and changeable in nature (i.e., the shortened version alternates with the unabbreviated version).

In the case of a predominance of violations in the underdevelopment of speech in the articulatory sphere, errors of the following types prevail: a reduction in the number of syllables, moreover in a clear static form, the assimilation of syllables to each other and a reduction in consonants.

In this way, distortion of a word depends not only on the level of speech underdevelopment, but also on its nature. In some cases, underdevelopment affects the shortcomings of mastering the syllable composition of a word through deviations in the sensory sphere and the resulting difficulties in distinguishing syllable contours. In other cases, due to the lack of formation of the articulatory sphere, difficulties arise in the reproduction of syllable contours, in the fusion of different syllables in a row.

A.K. Markova states that mastering the syllabic composition of a word does not directly depend on mastering individual sounds. The inability to reproduce the syllabic structure of a word lasts longer than the shortcomings of pronunciation of individual sounds. Even in the presence of correct pronunciation of individual sounds (in an isolated position), the syllabic structure of the word, consisting of these sounds, is reproduced by the child in a distorted manner. Moreover, the more complex the syllable structures, the more numerous are the distortions of sounds, i.e. the ability to pronounce the existing sounds in the composition of words is closely related to the level of complexity of the syllabic structure. The reproduction of the syllable structure given to the child (in relation to the number of syllables and stress) does not depend on the defectiveness of the sounds included in it: if the child reproduces the syllable structure from correctly pronounced sounds, then he correctly pronounces it from the defective ones.

In children with erased dysarthria there is an interdependence between fuzzy articulation images and auditory differential signs of sounds, which leads to a distortion of the formation of phonemic hearing. Lack of phonemic hearing already at an early age inhibits the maturation of phonetic hearing, designed to follow the sequence of syllable rows in a child's speech. Given the motor difficulties associated with insufficient innervation of the muscles of the speech apparatus, as well as the presence of dyspraxic disorders, manifested in the chaotic search for the desired articulation or in the difficulties of switching, it is possible to understand the causes of disorders of the syllable structure in children with erased dysarthria.

In the tutorial E.N. Vinarskaya and G.M. Bogomazov's "Age Phonetics" (2005) notes that some children form the rhythmic structure of a word earlier, while others first have syllables (words-roots). The authors see the reason for this in the varying degrees of maturation of kinesthetic or auditory sensitivity. So, with the advantage of kinesthetic sensitivity, the rhythmic structure of the word is learned earlier. Syllabic contrasts form earlier in children with leading auditory sensitivity. Phonetic syllabic representations and representations of phonetic rhythmic structures are provided by afferentation of various physiological modality: kinesthetic, acoustic, vestibular, tactile and visual, which should be taken into account when corrective work with children with speech disorders.

In the study of syllabic structure of words of children with erased dysarthria, the possibilities of reproducing the syllable structure of words of different structures according to A.K. Markova. The possibilities of reproducing words of 13 classes are being studied.

Types of words (by A.K. Markova)

Grade 1 - two-syllable words from two open syllables

skis - vase - beads -

saw - frame - goat -

Grade 2 - three-syllable words from open syllables

dog - birch -

cow - crow -

chicken - boots -

Grade 3 - monosyllabic words

cheese - onion -

poppy - cat -

ball - cancer -

Grade 4 - two-syllable words with one closed syllable

rooster - pencil case -

lemon - puppy -

hut - fence -

Grade 5 - two-syllable words with a confluence of consonants in the middle of the word

doll - shoes -

bump - cup -

boat - barrel -

Grade 6 - two-syllable words with a closed syllable and a confluence of consonants

watermelon - kettle -

hoop - tray -

album - bear -

Grade 7 - three-syllable words with a closed syllable

drum - bun -

plane - tomato -

telephone - well -

Grade 8 - three-syllable words with a confluence of consonants

apple - candy -

chess - shirt -

sausage - bottle -

Grade 9 - three-syllable words with a confluence of consonants and a closed syllable

pencil - grapes -

chick - bus -

grasshopper - shoemaker -

Grade 10 - three-syllable words with two combinations of consonants

matryoshka - dummy -

hut - carrot -

toy - comb -

Grade 11 - monosyllabic words with a confluence of consonants at the beginning or end of a word

flag - elephant -

bread - tiger -

mushroom - leaf -

Grade 12 - two-syllable words with two combinations of consonants

star - matches -

nests - saucer -

beets - tractor -

Grade 13 - four-syllable words from open syllables

corn - button -

turtle - Pinocchio -

lizard - mitten -

Besides words, included in 13 classes, the pronunciation of more complex words is assessed: "cinema", "policeman", "teacher", "thermometer", "scuba diver", "traveler", etc.

The data of studying the syllable structure of children with speech impairments showed that words of grades 1-4 of the syllable structure are most accessible to them. Normally, this type of words of syllabic structure is formed by the age of three.

Isolated pronunciation of words 5-8 classes of syllable structure requires increased self-control and some chanting, i.e. post-syllable pronunciation. The inclusion of these words in a phrase worsens the indicators of the sound-syllable structure. Erroneous reproduction of words in grades 9-13 is observed both with isolated naming by pictures, and with reflected repetition after a speech therapist. Including them in a phrase reveals a variety of violations: omissions, rearrangements, etc. Many children refuse the assignment and say: “I cannot,” that is, assess their capabilities in advance.

Words of increased complexity(outside the 13th grade) many children with speech impairments either refuse to name, repeat after a speech therapist, or distort the sound-syllable structure in such a way that the word becomes completely distorted. A speech therapist visually notes difficulties in articulatory motor skills: kinesthetic dyspraxia, when the child selects the desired articulation, or kinetic dyspraxia, when he cannot switch to the next articulation. In addition, synkinesis, slow and tense movements of the organs of articulation are noted. Most children with erased dysarthria cannot pronounce words of a complex syllable structure in a sentence, although the meaning of these words is being clarified, some work is being done on semantization, not only because of the difficulties of speech movements, but in some cases also due to a decrease in auditory memory by a sequential linear series ...

So, almost all children do not cope with the task of repeating a sentence:

Cutlets are fried in a pan.

Spring streams murmur merrily.

The teacher teaches the students.

Interesting observations can be considered emerging in children along with the difficulties of reproducing words of complex syllable structure and violation of general rhythmic abilities. Children cannot repeat a simple rhythmic pattern: clap their hands 1, 2, 3 times, perform a series of claps “1, 2”, pause “1, 2”, etc. They cannot slap a similar rhythmic pattern with different strength, i.e. make an accent according to the pattern demonstrated by the speech therapist (hit once hard, softly 2 times).

Violations, revealed in the study of the rhythmic abilities of children, correlate with their motor impairment in the general, fine, manual and articulatory spheres. A feature of some children is the correct reproduction of the outline of the words of the first four grades (according to Markova), but expressed by a violation of sound filling. Correctly repeating three complex words after the speech therapist, children often distort them in spontaneous speech, reducing the number of syllables.

When played correctly the contour of these words, multiple errors are noted when conveying the sound filling of words; permutations and replacement of sounds, syllables, assimilation of syllables, contraction with a confluence of consonants in a word. The largest number of the listed errors falls on the pronunciation of words in grades 10-13 and increased syllabic complexity. Low-frequency words are often reduced. The limited ability of perception and reproduction of the syllable structure of the word is noted. Children often distort the syllable structure of rarely used but familiar words, even consisting of correctly pronounced sounds.

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INTRODUCTION

The relevance of the study lies in the fact that the correction of the syllable structure of a word is one of the most important tasks of speech therapy work with preschool children suffering from systemic speech disorders.

To date, there has been a clear progress in the development of speech therapy science. On the basis of psycholinguistic analysis, the necessary information was obtained about the mechanisms of the most complex forms of speech pathology (aphasia, alalia and general speech underdevelopment, dysarthria).

In particular, noticeable development is observed in speech therapy at an early age: the features of pre-speech development of children are studied, criteria for early diagnosis and prognosis of speech disorders are established, techniques and methods of preventive (preventing the development of a defect) speech therapy are selected.

The development of speech, including the ability to pronounce sounds correctly and distinguish them, to own the articulatory apparatus, to be able to correctly construct a sentence, and more, is one of the most important urgent problems facing a preschool institution.

Correct speech is one of the indicators of a child's readiness for schooling, a guarantee of the timely development of writing and reading: written speech develops on the basis of oral speech, and children with insufficiently developed phonemic hearing are potential dysgraphics and dyslexics (children with writing and reading disorders). underdevelopment speech linguistic corrective

Lagging in the development of speech (A.N. Gvozdev, I.A.

It is possible to cope with such violations through purposeful speech therapy work to correct the sound side of speech and phonemic underdevelopment.

For the first time, the problem of speech underdevelopment in children was formulated and proved by R.E. Levina and a team of researchers from the Research Institute of Defectology in the 50-60s of the twentieth century. Lags in the formation of speech began to be studied as developmental disorders that occur according to the laws of the hierarchical structure of higher mental functions.

The system of teaching and upbringing of preschoolers with defects in the syllable structure of the word consists of correcting speech deviations and preparing for full-fledged learning to read and write (G.A. Kashe, T.B. Filicheva, G.V. Chirkina, V.V. Konovalenko, S. V. Konovalenko). I.A. In his research for preschoolers of the so-called sound direction, the correct pronunciation of one or more sounds of a word is inherent, children of a syllabic direction grasp the syllable composition of a word, violating its sound composition and using a very small number of sounds.

A. N. Gvozdev, conducting research on the assimilation of the syllable composition of the word, sums up the fact that the peculiarities of the syllable structure of Russian words, which consist in the fact that the strength of unstressed syllables in it is different. When mastering the syllable structure, the preschooler masters the ability to correctly pronounce syllables, words in the correct order: first of all, from the whole word, only the stressed syllable is pronounced, after which - the first pre-stressed and, at the end, weak unstressed syllables. The omission of weak unstressed syllables is an obstacle to the assimilation of the sounds included in them, and therefore the fate of different sounds and sound combinations is directly related to the assimilation of the syllable structure.

Since correct speech is one of the most important prerequisites for the subsequent full development of a child, his social adaptation, it is important to detect and eliminate speech disorders as early as possible. A large number of speech disorders are manifested in preschool children, since it is this age that is the sensitive period of speech development. Detection of speech disorders allows you to eliminate them as quickly as possible, prevents the negative impact of speech disorders on the formation of the personality and on the entire mental development of the child.

This thesis is devoted to speech therapy work on the formation of the syllable structure of a word in preschool children with general speech underdevelopment.

Research problem. Violations of the syllable composition of the word are the main and persistent defects in the structure of the speech structure of a child with general speech underdevelopment. In the Russian literature, a lot of studies have been carried out on this issue. But, despite this, the theory and practice of speech therapy does not have information about the factors that are essential for the assimilation of the syllable structure of the word.

Object of research: peculiarities of syllable composition in children with OHP.

Subject of research: the process of forming the syllabic structure of a word in preschool children with general speech underdevelopment.

Purpose of the research: to study the features of the formation of the syllabic structure of a word in preschoolers with general speech underdevelopment.

1. To characterize the features of the formation of the syllabic structure of the word in preschool children;

2. Consider the specifics of violations of the syllable structure of the word in preschool children with general speech underdevelopment;

3. To identify violations and carry out correction and speech therapy work on the formation of the syllabic structure of the word in preschool children with general speech underdevelopment;

4. To develop individual correctional exercises for the formation of the syllabic structure of the word in preschool children in children with general speech underdevelopment.

Research hypothesis: speech therapy work on the formation of the syllable structure of a word will be effective if specially designed correction exercises are used in the work.

Research methods:

* theoretical: the study of scientific and methodological literature on the topic of research.

* empirical: observation, experiment.

The theoretical significance of the study: it consists in clarifying and expanding scientific ideas about the nature and originality of the formation of the syllabic structure of a word in children with OHP.

The practical significance of the research: it is determined by the obtained scientific results of the research, which can supplement the theory and methodology of the formation of the syllabic structure of the word in children with OHP.

Experimental base of the study: the study was carried out on the basis of MBDOU Combined type kindergarten No. 30, Sergiev Posad, Moscow region.

The structure of the thesis: The work with a total volume of 65 pages, consists of: introduction, two chapters, conclusion, bibliography (41 sources), and an appendix.

CHAPTER 1. CURRENT STATE AND APPROACHES TO THE PROBLEM OF FORMATION OF THE WORD STRUCTURE IN CHILDREN WITH OHP

1.1 Linguistic and psycholinguistic aspects of research syllables and syllables in children with OHP

Today, linguistic research confirms that syllable is one of the most complex and urgent problems of general phonetics.

In the linguistic dictionary, a syllable is defined as a phonetic-phonological unit that occupies an intermediate position between sound and speech tact. A.A. Leont'ev (1956) defines a syllable as the minimum segment of the flow of speech that can be pronounced in an isolated position: “A syllable is a particularly elusive unit, a psycholinguistic unit that has many correlates, both in the linguistic standard and outside it, at different levels of physiological activity organism ". ...

A.L. Trakhterov (1956) argues that syllables are more complex phonetic formations, have a different composition, but general physical and acoustic properties. The physical properties of highlighting a syllable, according to A.L. Trakhterov, should be embedded in it regardless of stress, since they provide the linguistic feature of the syllable. A.L. Trakhterova refers to the material means of isolating a syllable all the physical properties of sound: strength, height, longitude, timbre. In the aggregate of their accent tops, syllables are the shortest links in the rhythmic organization of speech, the resulting melodic pattern of the syllable is the phonetic design of the syntagma and sentence. The main linguistic function of a syllable, according to the author, is to be the shortest link in the accent-tonic structure of speech.

It is generally accepted that the constituent elements of a syllable are solid. Monolithicity is, according to A.L. Trakhterov - the unity of a homogeneous element and the greatest fusion of elements with each other. Psychological, linguistic, psycholinguistic studies confirm those related to the processes of perception, recognition and pronunciation of syllables and words of varying structural complexity. The most basic for us are the data related to the study of the mechanisms of the child's speech activity.

Analysis by N.I. Zhinkin (1958), L.R. Zinder (1958), I.A. Winter (1973) and other specialists confirm that in the perceptual gnostic activity of a person, the principle of anticipatory reflection is manifested in the most complex form - probabilistic forecasting (in the course of speech perception), and in the praxical sphere - in anticipatory synthesis (in the course of speech production) ... It is known that anticipatory synthesis, as a mechanism working in the course of speech production, affects all speech formations - syllables, words, phrases, as well as the method of their connection. In this regard, forecasting, anticipation, anticipation of further action is the psychological feature that determines the commonality of the processes of perception and speech pronunciation.

Research works of I.A. Winter (1958, 2001) showed that the assessment of the input speech signal is a multifaceted function. The process of perception from the side of the nature of processing a speech send can be represented as a priori-a posteriori, parallel-sequential, continuous-discrete and current-delayed. Perception and pronunciation of words of various structures is defined as the process of creating a spatial scheme in parallel with its temporal analysis.

Having studied this issue in the literature on psychology, psycholinguistics, linguistics, we can conclude that for the correct perception and pronunciation of speech, the action of a number of mechanisms is necessary: probabilistic forecasting and anticipatory synthesis, identification and generalization, linear segment-wise analysis of linguistic units, control of their linguistic correctness.

The available information in the field of linguistics proves that the syllabic arrangement in the process of speech reproduction is not random, it depends on the canons of euphony. The laws of euphony are realized at the level of linguistic possibility, including its phonoprosodic element. The phonoprosodic element is a component of the linguistic ability and has its own structure. Harmony, rhythm and harmony, most likely, act as its background components, duration and proportion are considered prosodic components. All the considered components of the phonoprosodic link take part in the product of the syllable structure of the word.

Some studies note that speech pronunciation is the implementation of a language program, which means that the transition from a language rule directly to action is based on a certain structure of norms inherent in a given language. The similarity of the psychological properties of speech production and understanding is considered as one of the manifestations of the polymorphism of their connection with each other in the course of verbal communication, which suggests that the production and perception of speech is one of the manifestations of a single linguistic ability.

General speech underdevelopment (OHP) is a systemic disorder in the development of all components of the speech apparatus (sound structure, phonemic processes, vocabulary, grammatical structure, semantic side of speech) in children with normal hearing and primary preserved intelligence.

One of the components of general speech underdevelopment is a defect in the syllable structure of the word. Consideration of the syllable structure of a word, the reasons for its occurrence and the formation of exercises aimed at correcting it were carried out by experts: Markova A.K., Babina G.V., Sharipova N.Yu., Agranovich Z.E., Bolshakova S.E. other.

With defects in the syllable structure of a word in a child's speech, noticeable deviations in the pronunciation of individual words are observed. Violations can have a different nature of violations of syllabic sound.

Frequent mistakes associated with rearrangement or addition of syllables indicate a primary underdevelopment of auditory perception. Errors associated with a reduction in the number of syllables, the similarity of various syllables, and a decrease in consonant concentrations mean a violation of the articulatory sphere.

An important role for the correct reproduction of the syllable composition of a word is played by the level of familiarity with the word. Words that the child does not know well enough are more likely to be misspelled than well-known words.

Defects in the syllable structure of a word can remain in the speech of preschool children with speech disorders for a little longer than defects in the reproduction of individual sounds.

Timely mastery of normal speech pronunciation and the construction of sentences plays a crucial role in the development of a full-fledged personality of a child, and mastering the syllabic structure of a word is one of the prerequisites for mastering writing and reading, as well as subsequent successful schooling.

1.2 Psychological, psychophysiological and neuropsychological foundations of the study of the prerequisites for mastering the syllabic structure of the word in children with OHP

An important role for the perception and pronunciation of lexical units of syllabic complexity is played by such processes as optical-spatial orientation, the possibility of tempo-rhythmic organization of serial movements and actions.

The study of the spatial factor as one of the reasons for the correct formation of the syllable structure of the word has been proven by research in the field of psycholinguistics, philosophy, psychology, neuropsychology and other areas.

A special method of organizing the space-time continuum of matter is the rhythm, in varying degrees, revealing itself in a certain manifestation of it and considered a universal cosmic category. There are also studies confirming that for the correct functioning of the entire human psyche, it is important to have a continuous feeling of distributed pulsation that accumulates in time and space from various segments of speech. This relationship is the basis for the intuitive choice of any rhythm of oral pronunciation.

The deficiency of spatial representations, manifested to varying degrees, can be observed in any speech development - both normal and pathological. Such features are the reason for the appearance of linearity of construction and violate the staging of the passage of any sensory and motor program. Lack of spatial representations affects the perception and pronunciation of word sequences.

According to the data of modern research in the field of neuropsychology, it is known that spatial representations as a basis over which the entire general system of higher mental processes in a child is built - writing, reading, counting, and more. Of particular importance to the spatial factor in the pronunciation of speech is the ability to understand simultaneous schemes and in their subsequent restructuring into a normative sequence of segments.

As another reason for the formation of the syllabic structure of the word, we investigate the complex parameters of movements and actions, the possibility of organizing serial-sequential activity. Any higher mental function has the most complex conscious form of mental activity and has certain properties. Based on the Russian neuropsychological tradition, two aspects of dynamic activity are considered: regulatory and energetic.

The regulatory processes include the processes that determine programming, the implementation of a step-by-step scheme of actions in accordance with the existing program, and control over the results obtained. The energy includes processes that affect the energy or activation part of mental activity, which is determined by the speed, duration, uniformity, productivity.

The motor function of a verbal stimulus can perform actions in the presence of a coordinated serial sequence of articulatory acts. "For the reproduction of words, a sufficiently well-established serial organization of sequential articulations with the correct denervation of the previous movements and smooth switching to further movements ... with a plastic change in the articulation of any sound is necessary."

K.V. Tarasova (1976, 1989) notes that the sensorimotor substance, otherwise defined as "the sense of rhythm", develops gradually in ontogenesis. Initially, the ability to perceive and reproduce the rate of sound signal repetition arises (at the age of 2-3 years). Further, the ability to perceive and reproduce the ratio of accented and unaccented sounds is formed (at the age of 4 years). In the last turn, the ability to perceive and reproduce a rhythmic pattern is formed (by the end of the 4th year - the beginning of the 5th year).

Analysis of the available results of tasks fulfillment by children with speech impairments provides an opportunity to identify the distinctive features of the state of optical-spatial orientation, the abilities of the serial organization of movements and actions by children of this category: the lack of ability to correctly build and long-term retention of motor series; incorrect pronunciation of rhythmic patterns of any level of complexity; presence of distinctive features of serially organized activity; manifested lack of formation of spatial representations; spatial disorientation; arrhythmia, chaos, aimlessness of the actions performed; inability to maintain a sequence of serial actions and a plan of spatially oriented activity.

1.3 Features of the formation of the syllabic structure of a word in preschool children

The principle of development forms the basis for the formation and development of children's speech, in accordance with which there is a general dependence of speech ontogenesis in normal and abnormal development (L. S. Vygotsky). In this regard, when studying the process of the development of the syllable structure of a word in children with speech impairments, it is important to rely on its patterns. Therefore, the definition of the problem of the formation of the syllabic structure of a word in preschoolers with a general lag in speech development presupposes the study of normal ontogenesis.

The definition of the concept of "syllabic structure of a word" by different scientists has its own characteristics. Many experts divide the term "sound-syllable structure of a word" into two terms "sound structure of a word" and "syllable structure of a word". This opinion is shared by I.A. Sikorskoy, who divides children into "sound" and "syllabic". This opinion was shared by N.Kh. Shvachkin, A.N. Gvozdev and other specialists. But in the research of N.I. Zhinkin affirms the unity of sound and syllable structures.

From one point of view, it is impossible to reproduce a single speech sound outside a syllable, and without it no linguistic unit can be formed. Also, sounds, synthesized in a syllable composition, form both the recognition of words and facilitating the connection of the syllables themselves through fusion. The existing direct connection and interpenetration of the sound and syllable composition of the word is also visible in the first fundamental analysis of the process of formation of the syllabic structure of a word, carried out by A.K. Markova.

Based on this, we can conclude that in the studies of experienced Russian specialists there is a tendency from the separate application of the concepts "sound structure of a word" and "syllabic structure of a word" to the generalized term "sound-syllabic structure of a word", which is one of the most significant criteria, influencing the correct phonetic development. Today, the sound-syllable structure of a word is defined as a characteristic of a word in terms of the number, sequence and types of sounds and syllables that make it up. This means that the study of the process of mastering the sound-syllable structure of a word must be studied in two directions: mastering sound pronunciation and the rhythmic-syllable structure of a word.

Even in a newborn baby, vowel-like sounds are heard in a cry, with a pronounced nasal tinge. The child can also make sounds that are similar to consonants (g, k, n). But such sounds are of a reflex nature and are not taken into account by specialists studying children's speech (T.V. Bazzhina). The predecessors of the phonemes appear at the stage of humming. Initially, at this stage, vowel-like sounds of the middle-back row of non-upper ascent arise, together with consonant overtones, that is, a certain averaging of vocal elements is noticeable (N.I. Lepskaya).

Among the first sounds, the most pronounced are "intermediate" sounds, gravitating towards both the consonant and the vocal: [w], [j]. Of the consonant-like sounds, there are semi-voiced, palatalized with characteristic nasalization, posterior-lingual-uvular, which eventually give way to posterior-lingual-velar types.

Front-lingual sounds at the first stage of humming, as a rule, are not observed (V.I.Beltyukov, E, N. Vinarskaya, N.I. Lepskaya, S.M. Nosikov, A.D. Salakhova). This confirms that during the humming period there is a selection of two types of sounds - vocals and consonants. A child at this age pronounces the sounds of all languages of the world. In the process of babbling, significant changes occur in the vocal elements present in the child. In the future, vowel-like sounds are freed from noise components, their differentiation proceeds by changing the series (a -> a), lifting (a - "g), labialization (a -" b). And at the age when the babbling stops, the vocal elements are replaced by vowel sounds, and the first opposition arises in the child: a vowel - a consonant. Subsequent development is also obtained according to similar sounds, which lose the nasalized overtones already at the first stage of babbling. There is a differentiation of sounds according to the type of nasal - oral ([t] - [p]). In addition to occlusive sounds, gap sounds arise, after which the child begins to reproduce the sounds of a different place of formation, pronouncing them in the most contrasting syllables (V.I.Beltyukov, A.D.Salakhova, O.N. Usanova and others). At this stage, the formation of articulatory oppositions takes place according to the signs of gap - stop, voiceless - voiced, and for the period of the end of babbling - hard - soft. Over time, babbling sounds acquire an acoustic-articulatory certainty and become close to the phonetic structure of the native language. At the stage of mastering speech, the development of sound pronunciation occurs.

Research scientists V.I. Beltyukov and A.D. Salakhova proved that the existing sequence of occurrence of sounds is the same in babbling and in verbal speech. After two years, words begin to accumulate, this leads to the need to distinguish them in the course of communication. In this regard, sounds in speech acquire a functional significance associated with the sequential mastery of the methods of oppositions used in the phonetic system of the language. First of all, there are hard labial [m], [b], [p], dental-lingual [v] and posterior-lingual sounds [k], [g]. From soft sounds, the middle language [j] first emerges. Only then a tendency occurs: first, children speak soft versions of the phonemes of sounds, then - hard ones. In this case, explosive sounds appear earlier than fricatives. Of the fricative sounds, first the sounds of the lower rise - sibilant, are noted, after, the upper - hissing. And the very last ones, which children begin to reproduce - with a slit-closure and trembling articulation (V.I.Beltyukov).

The formation of sound pronunciation normally ends by 4-5 years. Mastering the rhythmic and syllabic structure of the word. The beginning of mastering the syllable structure of a word is the age at the end of the humming stage, when a stable syllable is established in the child. At the stage of babbling, the child has a tendency to duplicate homogeneous syllables, which provokes the development of a babbling chain. The duration of this chain is 7-8 months. (the heyday of babbling) is 3 to 5 syllables.

An inherent feature of the organization of babbling chains is the openness of the syllable:. Babble chains are formed due to the repetition of many times homogeneous in sound composition and structure of syllables. Gradually, these chains increase in length and variety, and a "dissimilarity" of syllables is formed.

According to the research of SM Nosikov, "the last syllable-like element from the end is most often subjected to dissimilarity ... if the structure of syllable-like elements is dissimilar, then identical consonant-like elements are most often noticed in them than vowel-like ones." At the age of one year, the number of babbling segments decreases to two or three, which is the average number of syllables in Russian speech. Ludicrous chains have the character of "holistic pseudowords".

At the age when the child begins to master speech, he initially pronounces a word consisting of 1 syllable (bo - it hurts). In the future, the first two-syllable words may speak, consisting of the repetition of the same syllable (bobo - it hurts).

By about a year and three months, the complexity of the reproduced words occurs, that is, the appearance of words consisting of two different syllables is observed. A.K. Markova identified two directions of complication of the reproduced word - this is the transition from monosyllabic words to polysyllabic ones and the transition from a word with the same syllables to words with several different syllables.

At the age when the child masters the syntactic side of speech, further development of the syllable structure of the word occurs. A.K. Markova identified a connection between the ruling of a sentence and the formation of a syllabic structure. The child begins to speak earlier sentences consisting of three or more syllables than three-syllable words. The appearance of sentences of four or more syllables is observed earlier than the appearance of four-syllable words. Before that, polysyllabic words are shortened. The process of mastering the syllable structure of a sentence occurs quite intensively at the age of 2-2.5 years, after 2.5 years, a decrease in the syllable composition is observed quite rarely. But, despite this, according to the studies of A.K. Markova, not all polysyllabic words go through the stage of abbreviated pronunciation. Some words that arise in any period of speech development, the child is able to pronounce immediately correctly. All this testifies to "a high degree of generalization of the child's motor and auditory abilities with the correct development of speech and the rapid use of the acquired skills from one word to another." The emergence of this type of generalization suggests that the sound side of speech becomes the subject of the child's consciousness, and that active cognitive activity is an inherent feature for the formation of the syllabic structure of the word.

As practice shows, before the child begins to pronounce the words correctly, he takes a rather difficult and long way to improve his pronunciation. A.K. Markova emphasizes that after the emergence of a new word after a certain period of time (up to several months), the child returns to it many times, reproduces, sometimes closer, sometimes further from the correct pronunciation. The word reproduced for the first time is the beginning of the search for the correct, more or less correct pronunciation, which will later be included in the child's vocabulary. Therefore, there is a relationship that as a result of mastering the syllable structure of a word, a child has various inaccuracies, without which the correct development of speech cannot be. These errors were investigated by specialists in children's speech in order to determine the patterns of mastering the syllabic structure, the mechanism and causes of their violations.

Many experts (A.N. Gvozdev, R.E. Levina, A.K. Markova, N.Kh. Shvachkin and many others) determine such temporary violations of the syllable structure of a word in children with normal speech: omission of syllables and sounds in a word , incorrect addition of the number of syllables, errors in the reduction of consonant groups, the similarity of sounds and syllables, changes in the places of sounds and syllables in a word. The most common violation of the syllable structure of a word is the omission of sounds and syllables in the word ("elision"). A.N. Gvozdev associated the emergence of elision with the significant power of syllables. During the reproduction of words, the stressed syllable is mainly preserved. N.Kh. Shvachkin considered the conditioning reason for elision in the specificity of the child to perceive the speech of an adult in a certain rhythmic structure. N.I. Zhinkin explained such a violation by the fact that the pharynx does not have time to implement syllabic modulations or performs them weakened. G.M. Lyamina believed that the reason for elision was the inability to adapt the movements of the organs of the speech motor mechanism to audible patterns. Experts note that this violation is normally a temporary fact and is eliminated by the time of primary school age.

In studies, there is a description of errors in adding the number of syllables. Studying this type of violation, N.Kh. Shvachkin concluded that “too much increase in the explosion energy when consonants are connected” is the reason for the formation of a “rudimentary syllable”, prolonging the bow with a vowel sound. A.K. Markova, investigating the errors of lengthening the syllable structure, determined that this type of violation is due to the concentration of the child's attention to the sound side of the word. "Subsonic" reproduction of consonant confluence determines its "unfolding": deniki (money), uncle (woodpeckers) and prepares a continuous reproduction of consonant confluence.

The decrease in consonant groups is associated with their place in the word. Most often, consonant groups are shortened in the middle of a word. A.K. Markova noted this feature by the fact that during reproduction, it is possible to distribute the confluence between two adjacent syllables (reblyud - camel). Difficulties in reproducing consonant combinations are due to their strong phonetic diversity. A decrease in consonant groups is to a certain extent characteristic of children at all stages of speech development.

In a child with normal speech development at the age of 2-3 years, the assimilation of syllables and sounds (assimilation) is quite often observed. This phenomenon is explained by the discrepancy between the formation of vocabulary and the limited number of learned sounds.

Syllable similarity is one of the simplest methods of filling in a syllable outline. Syllables are likened by children of the “syllabic” type of development (according to IA Sikorsky), since they focus all their attention on reproducing the syllable contour, filling it with possible sounds, and then learn it by pronouncing the sound composition of the word. S.N. Zeitlin wrote about distant assimilation (assimilation) of sounds, which consists in the influence of one sound on another. In this case, there is a partial or complete assimilation of one sound to another within the word (Nadia - nanya, Pasha - dad). Based on this, in the course of the formation of the syllabic structure of the word, the child goes through a rather long and difficult path of development.

With the development of speech therapy and new practice, physiology and psychology of speech, it became obvious that with disorders of the articular interpretation of audible sound, its perception can also decrease to one degree or another. In children with OHP, there is an incomplete development of articulation and perception of sounds that have subtle acoustic-articulatory signs. The state of the phonemic development of children has a significant impact on the mastery of sound analysis.

The correctness of sound reproduction is expressed in different ways. For example, voiced ones are replaced by deaf, r and l sounds l, and iot, s and w with the sound f, etc., some children replace the entire group of whistling and hissing sounds, in other words, fricative sounds, with the most accessible explosive sounds in articulation, and so on. ...

In some cases, the process of differentiation of sounds has not yet occurred, and the child initially reproduces an average, indistinct sound, for example: a soft sound w, instead of w, s - s ", instead of h - t, etc.

The most common form of violation is incorrect reproduction of sounds, in which a certain similarity of sound with a normative sound remains. Basically, in this case, listening and differentiation with close sounds is not impaired.

This violation, like the absence of sound or replacement with similar ones in articulation, creates conditions for mixing the corresponding phonemes and complications in the acquisition of literacy.

When close sounds are mixed, the child develops articulation, but the process of phoneme formation is not yet complete. In these situations, it becomes difficult to distinguish close sounds from several phonemic groups, similar letters are displaced.

The following violations of the syllable structure of the word are distinguished:

Incorrect distinction and difficulty in assessing only sounds disturbed in pronunciation. The rest of the sound composition of the word and the syllable structure are assessed correctly. This is the simplest degree of violation.

Incorrect discrimination of a large number of sounds from several phonetic groups with a sufficiently formed articulation of them in oral speech. In such a situation, the sound analysis has more significant impairments.

The child “does not hear” the sounds in the word, is not able to distinguish the relationships between the sound elements, cannot separate them from the composition of the word and designate the sequence.

Based on the foregoing, we can conclude that violations of sound pronunciation can be reduced to the following manifestations:

Replacing sounds with easier articulation;

The presence of diffuse articulation of sounds, replacing a whole group of sounds;

Unstable use of sounds in different forms of speech;

One or more sounds are not playing properly.

Errors in pronunciation must be analyzed in accordance with their significance for verbal communication. Some of them cover only the formation of shades of phonemes and do not contribute to the violation of the semantic meaning of the sentence, and some entail mixing of phonemes, their similarity. Especially the latter manifestations are considered the most significant, since they violate the meaning of the sentences.

When there are a large number of defective sounds, the pronunciation of polysyllabic words with a confluence of consonants is mainly disturbed (kachikha instead of weaver).

A low level of phonemic perception is more clearly manifested in the following:

Indistinct differentiation by ear of phonemes in one's speech and the speech of others (first of all, deaf - voiced, whistling - hissing, hard - soft, and so on);

Lack of readiness for simple forms of sound analysis and synthesis, difficulty in analyzing the sound composition of speech.

In children, there is a certain relationship between the level of phonemic perception and the number of defective sounds available, which means that the more unformed sounds there are, the less phonemic perception. But there is not always an exact correspondence between pronunciation and perception of sounds.

For example, a child may incorrectly reproduce 2-4 sounds, and by ear is not able to distinguish more, while from different groups.

Children lagging behind in speech development have a general blurred speech, "compressed" articulation, not bright expressiveness and clarity of speech. Instability of attention, distraction is often observed. Such children memorize words much more slowly than children with normal speech development. In addition, they perform tasks, making more mistakes associated with vigorous speech activity. The help of a speech therapist for such children is provided in special kindergartens, in a polyclinic, and for children of primary school age - at speech therapy centers.

Studies of children with speech development disorders have shown that children have various manifestations of this disorder. Such violations can be classified into three main groups.

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The children of the first group show signs of only general speech underdevelopment, without other deviations. This is the mildest form of general speech underdevelopment. These children have no central nervous system lesions.

Outwardly, such children may have specific features of general emotionally volitional immaturity, poor regulation of voluntary activity.

Despite the absence of obvious neuropsychiatric disorders in preschool children, such children need speech therapy correction work, and subsequently - in special learning conditions. As practice shows, sending children with mild speech disorders to a regular school can lead to the appearance of repeated neurotic and neurosis-like disorders.

In children of the second group, the lag in the development of speech proceeds along with a number of neurological and psychopathological syndromes. This is a more complex form of general speech underdevelopment of cerebral-organic genesis, which may be accompanied by a dysontogenetic encephalopathic symptom complex of disorders.

A more detailed neurological examination of the children of the second group reveals noticeable neurological symptoms, confirming both a delay in the maturation of the central nervous system, and a slight damage to individual brain structures. Examination of such children determines the presence of cognitive impairments, the cause of which is both the speech defect itself and low working capacity.

In children of the third group, a sufficiently strong speech lag is observed, which is defined as motor alalia. In such children, damage (or underdevelopment) of the cortical speech areas of the brain and, above all, Broca's area is noted. With motor alalia, severe dysontogenetic-encephalopathic disorders can be observed. The characteristic features of motor alalia are the following: obvious underdevelopment of speech in general - phonemic, lexical, syntactic, morphological, all forms of speech activity and all types of oral and written speech.

Motor alalia is a more stable speech underdevelopment, noted in cases where there is a lesion or underdevelopment of the speech areas of the cerebral cortex. In children of this group, the onset of speech is observed later (after 2.5-3 years), the slow appearance of new words, the use of mainly facial expressions and gestures in speech. At the age of 6, Alaliki children have a clear deficit of language resources. With a relative preservation of understanding of everyday life vocabulary, they can hardly name many objects and phenomena, primarily those that do not have a definite visual representation (generalizations, abstract concepts, nuances of the meaning of a word, and others).

For children with motor alalia, a persistent gross violation of the syllable structure and sound filling of words is also inherent. If in the worked out, learned words from 4-5 sounds there may be no errors, then new, even the simplest words are pronounced with distortions.

Such children have significant difficulties in phrasal and coherent speech, agrammatisms are coarse and persistent, learning to read and write is very difficult.

In terms of pronunciation, Alaliki children with impaired motor skills quickly master non-verbal articulations, but they are not able to apply such abilities when reproducing words. The automation of the correct pronunciation of words, as well as the differentiation of the delivered sounds in children of this group, takes place over a relatively long period of time.

A more detailed study of children with OHP showed the extreme heterogeneity of the group under consideration in terms of the severity of the speech defect, which made it possible for R.E. Levina to establish three levels of speech development in these children.

The first level, described in the literature as "the absence of common speech." Often, when characterizing the speech abilities of children of the first level, the name "speechless children" is encountered, which should not be literally understood, since a speechless child uses a number of verbal means in independent communication. These can be separate sounds and some of their combinations - sound complexes and onomatopoeia, scraps of babbling words ("sina" is a machine). The speech of such children may include diffuse words that have no analogues in their native language ("kia" - jacket, sweater). A distinctive feature of children of the first level of speech development is the ability to multipurpose the use of their language means: these onomatopoeia and words can denote both the names of objects and any of their signs and actions performed with them ("bika", pronounced with different intonation, means "car", "rides", "beeps").

These facts indicate an insufficient number of words available in the vocabulary, because of this, the child is forced to resort to the active use of non-linguistic means - gestures, facial expressions, intonation.

At the same time, there is a pronounced lack of development of the impressive aspect of speech. It is difficult to understand both simple prepositions and grammatical categories of the singular and plural, masculine and feminine, past and present tense of verbs, and the like. Thus, the development of children's speech at the first level lags noticeably behind, and is almost incomprehensible to others, while having a rigid situational attachment.

Children belonging to the second level of speech development are characterized as "beginnings of common speech." A feature of such children is the appearance in the speech of children of two or three, and in some cases even a four-word phrase. By combining words in a phrase and a phrase, the same child can, both correctly apply the methods of coordination and management, and pronounce them incorrectly.

Such children often pronounce simple prepositions and their babbling variants. In some cases, omitting a preposition in a sentence, the child incorrectly changes the members of the sentence according to grammatical categories: "Asik ezi tai" - "The ball is on the table."

In contrast to the first level, the children of the second group show a noticeable increase in the number of words in the vocabulary, including an improvement in the quality of words. But at the same time, the lack of word-formation operations is the cause of numerous mistakes in speech and understanding of prefixed verbs, relative and possessive adjectives, nouns with the meaning of the character. Difficulties in the formation of generalizing and abstract concepts, a system of synonyms and antonyms are noted.

The speech of children of this group in most cases is poorly understood by others due to a gross violation of sound pronunciation and syllabic structure of words.

The third level of speech development is determined by detailed phrasal speech with a slight underdevelopment of vocabulary, grammar and phonetics. Typical for such children is the use of simple common, as well as some types of complex sentences. In this case, their structure can be violated. The ability of children to use prepositional structures has increased, with the inclusion of simple prepositions in some cases.

In independent speech, the number of errors associated with changing words in the grammatical categories of gender, number, case, person, time, and more has decreased. But at the same time, specially directed tasks make it possible to identify difficulties in the use of neuter nouns, future tense verbs, in the coordination of nouns with adjectives and numbers in indirect cases.

Also, the understanding and use of complex prepositions, which are either completely omitted or replaced by simple ones, will be clearly insufficient.

A child with OHP of the third level understands and can independently form new words according to some of the most common word-formation models. At the same time, the child often has difficulties in the correct choice of the producing basis (“the person who builds at home” - “the homebinder”), uses inadequate affix elements (instead of “washer” - “washer”; instead of “fox” - “fox” ). Typical for this level is inaccurate understanding and use of generalizing concepts, words with abstract and abstract meaning, as well as words with a figurative meaning.

The vocabulary may seem sufficient in the framework of everyday everyday situations, however, a detailed examination may reveal that children do not know such parts of the body as the elbow, bridge of the nose, nostrils, eyelids. A detailed analysis of the speech abilities of children allows you to determine the difficulties in reproducing words and phrases of a complex syllabic structure.

Along with a noticeable improvement in sound pronunciation, there is an insufficient differentiation of sounds by ear: children have difficulty completing tasks to select the first and last sound in a word, pick up pictures with a given sound in the name. Thus, in a child with the third level of speech development, the operations of sound of syllabic analysis and synthesis are insufficiently formed, and this, in turn, will serve as an obstacle to mastering reading and writing.

Samples of coherent speech indicate a violation of the logical-temporal connections in the narrative: children can rearrange parts of the story, skip important elements of the plot and impoverish its content side.

To prevent severe forms of general speech underdevelopment in preschool age, early diagnosis of speech development disorders in children and timely medical and pedagogical assistance provided to them is of great importance. The risk group includes children in the first two years of life who have a predisposition to the appearance of speech development disorders, and therefore they need special speech therapy, and often medical intervention. Timely identification of such children and the implementation of appropriate corrective measures can significantly accelerate the course of their speech and mental development.

If we compare the ways of assimilation of the native language by children, reported by researchers of normal children's speech, with the ways of formation of children's speech in case of violation of its development, then one cannot fail to notice in them a certain similarity: no matter what form of speech pathology is inherent in a child, he will not escape those three main periods, which are highlighted by Alexander Nikolaevich Gvozdev in his unique research "Questions of the study of children's speech."

For example, the first level of speech development, which in speech therapy is characterized as “the absence of common verbal means of communication”, easily correlates with the first period, named by AN Gvozdev “One-word sentence. A sentence of two words - roots. "

The second level of abnormal development of speech, which is described in speech therapy as "the beginnings of phrasal speech", corresponds to the period of the norm "Assimilation of the grammatical structure of a sentence."

The third level of abnormal speech development, which is characterized as "everyday phrasal speech with problems of the lexical-grammatical and phonetic structure", is a kind of variant of the period of the child's assimilation of the morphological system of the language.

Of course, no periodization can reflect the entire complexity of the dialectical interpenetration of the stages of development and coexistence in each subsequent stage of the qualities of the previous one. "With all the conventions, periodization is needed, both to take into account the changing qualities of the psyche in ontogenesis, to develop differentiated methods of upbringing and enrich the child with knowledge of an adequate level, and to create a prevention system ...".

As in normal, so in pathology, the development of children's speech is a complex and varied process. Children do not immediately and suddenly master the lexical and grammatical structure, the syllable structure of words, sound pronunciation, inflection, etc. Some language groups are learned earlier, others much later. Therefore, at various stages of the development of children's speech, some elements of the language are already assimilated, while others have not yet been assimilated or assimilated only partially. Hence such a variety of violations of speaking norms by children.

Until a certain point, children's speech is replete with inaccuracies, which testify to the original, unimitated use of such a building material of language as morphological elements. Gradually mixed elements of words are delimited by types of declension, conjugation and other grammatical categories, and single, rare forms begin to be used constantly. Gradually, the free use of morphological elements of words is declining and the use of word forms becomes stable, i.e. their lexicalization is carried out.

The sequence with which both categories of children are mastered by the types of sentences, the ways of word connections within them, the syllabic structure of words, proceeds in line with general patterns and interdependence, which allows us to characterize the process of the formation of children's speech both in normal conditions and in conditions of violation as a systemic process.

If we compare the process of mastering phonetics by both categories of children, then one cannot fail to notice general patterns in it, which consist in the fact that the assimilation of sound pronunciation follows the path of the increasingly complex and differentiating work of the articulatory apparatus. The assimilation of phonetics is closely related to the general progressive course of the formation of the lexical and grammatical structure of the native language.

The time when the first words appear in children with speech development disorders does not differ sharply from the norm. However, the terms during which children continue to use separate words without combining them into a two-word amorphous sentence are purely individual. The complete absence of phrasal speech can occur at the age of 2-3 years, and at 4-6 years. Regardless of whether the child began to pronounce the first words in whole or only separate parts of them; it is necessary to distinguish between "speechless" children by the level of understanding or someone else's speech. In some children, the level of understanding of speech (i.e., impressive speech) includes a fairly large vocabulary and a rather subtle understanding of the meanings of words. Parents usually say about such a child that “he understands everything, he just doesn’t speak”. However, a speech therapy examination will always reveal the shortcomings of their impressive speech.

Other children find it difficult to navigate in the verbal material addressed to them.

A striking feature of speech dysontogenesis is the persistent and long-term absence of speech imitation of new words for the child. In this case, the child repeats only the words originally acquired by him, but stubbornly refuses words that are not in his active vocabulary.

The first words of abnormal children's speech can be classified as follows:

* correctly pronounced: mom, dad, give, no, etc .;

* word fragments, i.e. such. In which only parts of the word are saved, for example: "mako" (milk), "deka" (girl), "yabi" (apple), "sima" (car), etc .;

* words-onomatopoeia, with which the child designates objects, action, situation: "BBC" (car), "meow" (cat), "mu" (cow), "boo" (fell), etc .;

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 syllable 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 syllable 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, as 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 a 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 confluences;

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 for 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 "], [z], [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 in the 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.

One of the important tasks in the general system of correctional and speech therapy work is the formation of grammatically correct, lexically rich and phonetically clear speech in children, which makes it possible to full-fledged verbal communication. The use of a correction system, developed according to the peculiarities of the violation of the syllable structure in children, can significantly reduce the severity of this violation or completely eliminate it both in oral and written speech. In the system of a language with three main components - phonetics, vocabulary and grammar - the syllabic structure occupies a special place. On the one hand, this is undoubtedly part of the pronunciation side of speech - phonetics (T.G. Egorov, N.Kh. Shvachkin and others). But on the other hand, there is a connection between the structural distortions of words and their semantic insufficiency (R.E. Levina, A.K. Markova and others). Therefore, lexical units, namely words with an unfamiliar meaning, are more often subject to changes at the syllabic level.

The most effective results in overcoming violations of the syllabic structure of words are achieved with careful preparatory work. It is necessary to correct not only sound pronunciation, but also auditory-motor coordination (for example, reproduction of rhythms according to an auditory pattern), correction of speech breathing, and the development of articulatory praxis. This work makes it easier for children to switch articulation and prevent skipping and replacing syllables. Correctional work on the development of the syllable structure of words consists of several stages. Particular importance at each stage is given to the work of analyzers, and 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 vowels and letters.

In the process of developing syllabic analysis in speech terms, it is important to be able to distinguish vowel sounds in words (there are as many syllables in a word as there are vowels). The reliance on vowel sounds allows you to eliminate and prevent such reading and writing errors as missing or adding vowels.

- Acquaintance with the vowel "sound". In parallel, work is being done to develop the sensations of articulatory movements. When naming each vowel sound, children squeeze their palms, as if they are sculpting a ball of snow. With this squeezing of the palms, a stronger impulse enters the brain. In the future, this technique is used to analyze the syllable structure of a word: each syllable is a lump.

Sounds (vowel articulation)

Stage II: Correctional work at the syllable level. - Recognition of the sound by the soundless articulation of the speech therapist (only vowels of the first row + I). - Demonstration of silent exaggerated articulation by children (only vowels of the first row + I). - Singing a series of sounds with clear articulation, relying on sound players and without support: ОА, УИ, АИУ, ИОУ, etc. - Singing a series of sounds with emphasis on percussive sound: AIU, AIU, AIU, etc. (preparatory work for determining the stressed syllable). - Formation of iotated vowels of the second row (consonant Y + vowel sound). Rule: two sounds - one letter. - Singing a series of vowels of the first and second row with clear articulation based on letters (without relying on sound) EA, YUI, AYOU, YAUO, etc. letters).

The degree of complexity of syllabic analysis largely depends on the nature of the syllables and their pronunciation difficulty. In the direct syllable (tu), the sounds are more closely merged in pronunciation than in the opposite (ut). As a result, in the process of syllable division, children often see two syllables in one syllable, naming sounds (u-t-ka). In this regard, special attention is paid to highlighting the inverse syllable as a whole. Syllables are studied in the following sequence:

reverse: AM, OX, UT, etc .;
straight lines: LO, NU, DYa, etc.
with a confluence of consonants:
1. KRA, STO, vocational school, etc.
2. OFT, UNK, ILP, etc.;
3. DOL, NUS, MIT, etc.

Children are offered the following tasks: - "To make a lump", if the speech therapist pronounces a syllable. Explain your choice, for example: STA is a syllable because there is a vowel A. M or KL is not a syllable, because there is no vowel. - Compilation of syllabic tables (). - Reading syllable tables with different types of syllables (). - Writing syllables of various types for dictation with highlighting vowels. - Selection of words for a given syllable in a certain position, for example:

Stage III. Correctional work at the word level.

Corrective speech therapy work at stage III is carried out sequentially in accordance with the 13 main groups / classes of the syllable structure of words:

disyllabic words from open syllables (fly, notes, vase ...);
three-syllable words from 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 confluence of consonants (kettle, costume ...);
trisyllabic words with a closed syllable (telephone, captain, shop ...), etc.

Children are offered the following tasks:

- Name the vowels in the word. To exaggerate the articulation of each vowel. Words are proposed, the pronunciation of which does not differ from the spelling. "Blind lumps" by clearly naming each syllable. - Lay out pictures under diagrams, for example:

- Connect the "lumps" with arrows to get the word: shock, ne, that; on, that, com; from, ka, bush, etc.

- Divide words into syllables, with the palms of the hands "making lumps". Swap syllables. Write down pairs of words. For example: pump - pine, bank - wild boar, mouse - reeds, etc.

- Come up with a series of words so that the last syllable of one word becomes the first syllable of the next, for example: fish - sheep - ranca - porridge - ... etc.

- Guessing puzzles allows children to more fully feel and see the syllabic structure of words with which they have to operate, for example: tigers, thimble, eleven.

Change words according to the pattern, adding one syllable at a time. For each syllable, "sculpt a lump."

Example words: cat, bow, table, ball, screw, umbrella, key, ball, screw.

- Didactic games in which general and fine motor skills are involved. ()

Work on polysyllabic words is designed for a long time. Each word is parsed into syllables. Each syllable is worked out separately, with exaggerated articulation and squeezing of the palms with a "lump". Particular attention is paid to the pronunciation of syllables with a confluence of consonants: kry-zhov-nik, companion, shlag-ba-um, look-to-d-vat, recollect, fold-d-vat. Then the syllables must be smoothly connected. The speech therapist needs to carefully monitor that during the synthesis there are no gaps, permutations, additions and distortions.

In the work on polysyllabic words, in addition to the above tasks, you can suggest the following:

- Composing one word out of two, for example: he flies himself - an airplane, blue eyes - blue-eyed, dark hair - dark-haired, quick legs - quick-footed, long ears - long-eared, love warmth - warm-loving, giving good - thank, 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. For each syllable, "sculpt a lump."

It is convenient to divide polysyllabic words into groups: nouns, adjectives, verbs. This should include complex words found in Russian language and reading textbooks for elementary school. In 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. In parallel, work is being done to write these words. The emphasis is on writing with pronunciation, and the pronunciation is also exaggerated, which allows you to more actively include in the work the analyzers involved in the formation of written speech.

Stage IV: Correctional work at the level of the proposal and the text.

The next step is to work out the syllabic structure of words on the material of sentences, pure phrases, texts, poems. The speech therapist selects specific lexical material independently, depending on the level of speech development of children. Children can be offered the following tasks: - Learning pure phrases with different types of syllables and repetitive syllables, for example: sha-sha-sha - mother washes the baby; ichka-ichka - a bird on the tree. - Coming up with pure phrases for a given syllable: la-la-la -…. - Finish off unfinished words in sentences, guess riddles (the syllabic structure of the answers becomes more complicated gradually). - The game "Cipher" (tap out the rhythmic structure of words in a sentence), for example: Ko-ti to pi l mo-lo-ko.

- Reading sentences and connected texts with a 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, the psychological characteristics of children. Great importance is attached to the organizational and emotional level of classes and each stage of the class separately. Preference is given to group work as providing training for children's communication skills. With systematized work and the inclusion of speech, auditory, visual and tactile analyzers in the correction process, there is a positive dynamics in the development of the syllabic structure of words, which is immediately reflected in the written works of children.

Literature.

Agranovich Z. E. "Speech therapy work to overcome violations of the syllable structure of words." SPB., Ed. "Childhood-press", 2004
Bogomolova A.I. "Speech therapy aid for classes with children." M., ed. School; SPB., Bibliopolis, 1996
Bolshakova S. E. "The work of a speech therapist with a preschooler." M., 1996
Voloskova N. N. “Difficulties in the Formation of Writing Skills in Primary School Students”. M., 1996
Lalaeva R.I. "Speech therapy work in correctional classes." M., 2001.
Lukashenko M. L., Svobodina N. G. "Disgraphia". M., publishing house "Eksmo", 2004 Panova L.S., teacher-speech therapist of the first qualification category, MOU "Secondary School No. 24", Podolsk

1. Two-syllable words from open syllables.

2. Three-syllable words from open syllables.

3. Monosyllabic words.

4. Two-syllable words with a closed syllable.

5. Two-syllable words with a concatenation of consonants in the middle of the word.

6. Two-syllable words from closed syllables.

7. Three-syllable words with a closed syllable.

8. Three-syllable words with a confluence of consonants.

9. Three-syllable words with a confluence of consonants and a closed syllable.

10. Three-syllable words with two combinations of consonants.

11. Monosyllabic words with a confluence of consonants at the beginning or middle of a word.

12. Two-syllable words with two combinations of consonants.

13. Three-syllable words with a confluence of consonants at the beginning and middle of the word.

14. Polysyllabic words from open syllables.

Two-syllable words from open syllables

(1st type of syllabic structure.)

1. 1. Exercise "Find out who it is?" Target:

Learn to clearly pronounce two-syllable words with repeating syllables.

To teach one-word answers to the questions posed based on plot pictures.

Develop auditory attention and memory.

Equipment: plot pictures.

The course of the game exercise.

The speech therapist lays out 5 plot pictures in front of the child, while pronouncing sentences to them:

Mom bathes Vova.

Dad plays with his son.

Uncle goes home.

A woman made of snow is standing in the yard.

The nanny walks with the children.

And then invites the child to answer the questions:

Speech therapist: Child:

Who is bathing Vova? Mum.

Who is playing with his son? Dad.

Who is standing in the yard? Woman.

Who walks with the children? Nanny.

Who is going home? Uncle.

1.2. Exercise "the end of the word is yours." Target:

Learn to pronounce words of type 1 syllabic structure.

Exercise in the simplest syllabic synthesis.

Activate and expand vocabulary.

Equipment: ball.

The course of the game exercise.

The speech therapist, throwing the ball to the child, pronounces the first syllable. The child, returning the ball, speaks the second syllable, then says the whole word.

Speech therapist: Child: Speech therapist: Child:

But the note is ba bath

Va vata nanny nanny

Yes date dy melon

Ha TA hata To NYa Tonya

Me mint A Anya

Beat Va Vanya

Fa Fata Ta Tanya

Ka Katya and go

Pe TYa Petya bu DI wake up

Vi Vitya ve vedi

Mi Mitya ho go

(The lexical material of this exercise can be divided into two sessions. The meaning of words unfamiliar to the child needs to be clarified).

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INTRODUCTION

CHAPTER 1. CURRENT STATE AND APPROACHES TO THE PROBLEM OF FORMATION OF THE WORD STRUCTURE IN CHILDREN WITH OHP

1.1 Linguistic and psycholinguistic aspects of research syllables and syllables in children with OHP

1.2 Psychological, psychophysiological and neuropsychological foundations of the study of the prerequisites for mastering the syllabic structure of the word in children with OHP

1.3 Features of the formation of the syllabic structure of a word in preschool children

Similar documents

Introduction

Stage I. Working with vowels and letters.

Sounds (vowel articulation)

Stage III. Correctional work at the word level.

Children are offered the following tasks:

Stage IV: Correctional work at the level of the proposal and the text.

Literature.

Two-syllable words from open syllables

1. 1. Exercise "Find out who it is?" Target:

The course of the game exercise.

1.2. Exercise "the end of the word is yours." Target:

Learn to pronounce words of type 1 syllabic structure.

The course of the game exercise.