Formation of sound analysis skills in preschoolers. Formation of sound analysis and synthesis skills (T.A
The article highlights the importance of sound analysis and synthesis for the successful mastery of written speech. Games and play exercises for children of senior preschool age are presented, aimed at developing the skills of sound analysis and synthesis and preventing dyslexia.
Many parents believe that it is enough to teach their child the letters, and he will begin to read and write correctly. But practice shows that knowledge of letters does not exclude serious difficulties for preschoolers in learning to read and write. What are their reasons?
To write correctly, a child needs to imagine that sentences consist of words, words of syllables and sounds, and the sounds in a word are arranged in a certain sequence.
For example, MASHA.
- M-A-SH-A, the first sound is M
- second sound - A MASHA
- third sound – Ш
- fourth sound - A
A child will begin to read only after he learns to combine speech sounds into syllables and words. To read a word means to synthesize combinations of individual letters that reflect the order of sounds in the word, so that they form a real, “living” word.
For example, HAND. R-U-K-A – RU-KA – HAND (mental image).
Exactly weakness of sound analysis and synthesis skills underlies dysgraphia and dyslexia. And since the learning process in primary school is built mainly on written language - children read poems, stories and problems, write exercises, short dictations, etc. - persistent violations of writing and reading will inevitably have a negative impact on the overall development of the child. In addition, personality changes may occur.
Thus, in order for a child to quickly master written language and avoid many mistakes, starting from 5-6 years old, you need to play “sound” games with him.
Let's play with sounds!
Games for sound analysis and synthesis.
The words fell apart.
“Collect” the sounds and guess which word fell apart (sounds are pronounced sequentially): k-o-sh-k-a. Hand? Elephant?
One word, two words.
Throw the dice and choose from the lotto pictures laid out on the table the one whose name has as many sounds as there are dots on the top face of the cube.
Ladder.
Draw a house and invite your child to fill each floor with residents. On the first floor there are words with one syllable, on the second - with two syllables, on the next - with three, four, etc. The winner is the one who fills all floors of his house faster.
Guess what their names are?
Guess the names of the girl and boy together with your child. To do this, you need to correctly name the first/second/last sounds in the names of the objects shown in the pictures.
Instructions: name the first sound in each word and guess the girl's name.
Subsequently, you can invite children to lay out names from the letters of the split alphabet.
When offering words to children, make sure that vowel sounds (o, e) are under the sentence, and voiced consonants are not at the end of the word.
Unusual transformations.
Explain to your child that if you replace one sound in a word, it will turn into another. Invite him to replace the first sound in the word “house” with the sound “s”. What happened? (house - catfish - scrap - com - Tom).
What sound is missing?
An adult pronounces words, skipping the first sound. Children must guess the word and name the sound that they did not pronounce, for example: (s)lon, (v)olk, (k)ot, (s)tol, (s)tul, (z)ayats, (l)isa.
One sound, march!
Teach children to transform words by changing one sound.
1) Eliminate a sound from a word to make a new word. Like this: a handful is a guest.
Barn, duck, prick, scythe, darkness, regiment, fishing rod, wolf, laughter, shell, hail, cattle, table, trouble, screen.
2) Add one sound to each word to make a new word. Like this: MOUTH – MOLE.
ROSE (g), RUBBKA (t), GIFT (u), TREASURE (s), PAWS (m)
3) Replace one consonant sound in words. Like this: KORZH – WALRUS.
NAILS (k), BUN (r), PAW (s), TEETH (d), PUSSY (m), SAND (l)
Let's prepare gifts for Sonya and Shura.
Tell your child that guests came to Sonya and Shura’s birthday and brought with them various gifts (lay out lotto pictures in front of the child). Explain that Sonya was given gifts whose names began with the sound S, and Shura - with the sound Sh. What gifts were given to Sonya? Which ones are Shura?
In the future, we complicate the game: the sound S (Ш) is heard not at the beginning, but in the middle or at the end of words. You can invite the children to remember (look in the room) for items that can be given to Sonya and Shura.
You can “give gifts” using any oppositional sounds: S-S, S-Z, S-Sh, Zh-Sh, Z-S, R-L, etc.
The game is played with and without picture material.
House, castle, hut.
Invite your child to put one-syllable words in the house, two-syllable words in the castle, and three-syllable words in the hut.
For one sound.
Invite your child to look around (at home, on the street, in the park) and name all the objects whose names begin with the sound K (or any other).
Caterpillar.
Invite your child to form a chain of words from the word given by the adult so that each subsequent word begins with the last sound of the previous word: clover - fish - stork - pumpkin - orange - socks, etc.
Zhurakovskaya Y.V.,
speech therapist of the highest category
Formation of skills in sound analysis and synthesis (T.A. Tkachenko)
The modern method of teaching children to read and write is sound analytical-synthetic. This means that children are first introduced not to letters, but to the sounds of their native language. Indeed, without an idea of the number and order of sounds in a word, a child will not be able to write correctly, and, having named the letters in order, but not being able to connect the corresponding sounds together, the child will not master reading.
When teaching both writing and reading, the initial process is the sound analysis of oral speech, that is, the mental division of a word into its constituent elements (sounds), establishing their quantity and sequence.
Before starting to write, the child needs to analyze the word, but already during writing, synthesis occurs, that is, the mental combination of sound elements into a single whole.
It follows that full synthesis is possible only on the basis of an analysis of the sound structure of words.
A violation of sound analysis is expressed in the fact that the child perceives a word globally, focusing only on its semantic side, and does not perceive the phonetic side, that is, the sequence of sounds of its components.
For example, an adult asks a child to name the sounds in the word JUICE, and the child answers: “orange, apple... oh, and Fanta!”
If synthesis is disrupted, the child is unable to form a word from a series of sounds. For example, to an adult’s question: - What word will you get if you combine the sounds K, O, R, M? The child answers ROMA.
Children with problems in speech development, who have impaired pronunciation of phonemes and their perception, especially experience difficulties in sound analysis and synthesis. They can be expressed to varying degrees: from mixing the order of individual sounds to a complete inability to determine the number, sequence or position of sounds in a word.
In turn, sound-syllable analysis and synthesis in a preschooler with a speech disorder is not possible without subtle acoustic-articulatory differentiations and the creation of stable phonemic ideas about the sounds of the native language.
In other words: sound analysis and synthesis must be based on stable phonemic perception.
It is important that clear phonemic ideas about sound are possible only if it is pronounced correctly (S. Bernstein, N.H. Shvachkin).
In cases of correction of phonemes, as well as clarification of the pronunciation of sounds that are reproduced correctly, but not clearly enough, advanced formation of phonemic perception is necessary.
That is, before specifying or calling a sound (for example, C), the speech therapist needs to differentiate it by ear from the sounds:
Distant in articulation and sound (A, M, B, X, etc.);
Similar in articulation and sound (Сь, Т, Ф, Ш, Ц, 3, etc.),
Distorted variants of a given sound (interdental C, predental C, lateral C, labiodental C, etc.).
After evoking a sound or clarifying its pronunciation, it is important to develop in the child a pronunciation accent on the corresponding speech sound.
For example, a speech therapist clarifies the child’s pronunciation of the sound C in isolation and in syllables. However, when automating this sound in words, sentences, and sometimes in poetry and stories, its exaggerated pronunciation is necessary.
Only after consolidating this skill can you move on to the analysis and synthesis of words with the sound C in their composition. Otherwise, precisely because of phonemic and pronunciation inaccuracies, the speech therapist will not be able to develop the skills of sound analysis and synthesis.
So, for a full sound analysis, as well as word synthesis, the teacher should use only those speech sounds that are clearly perceived and correctly pronounced.
These, at the initial starting stage of learning, include vowels and easily pronounced consonant sounds (M, N, V, F, P, T, etc.), the so-called sounds of early ontogenesis. Children usually pronounce them correctly, but not clearly enough.
Then, as the pronunciation is corrected, the study of voiced consonants (B, D), velar (K, G, X) and sibilant sounds (S, 3, C) is added.
In this manual, when developing the skills of sound analysis and synthesis in the first year of study, the author suggests limiting the use of words with hissing and sonorant sounds (Ш, Ж, Ш, Ш, Л, Р), as well as soft variants of consonants to the second year year of study.
It is important that to create any sound analysis skill (for example, determining the final consonant), it is not enough to present the child with 3-5 words, as is often suggested in the manuals of other authors.
The presented book is intended for children with general speech underdevelopment. The volume of tasks that a speech therapist needs to perform when correcting this disorder is large. However, it is important for every specialist working with children in this category to remember that incomplete correction of general speech underdevelopment, that is, the persistence of even minor pronunciation defects, agrammatisms, disturbances in the syllabic structure of words, difficulties in sound analysis and synthesis, etc., by the beginning of schooling, can lead to to persistent, specific defects in writing and reading.
For reading children who have preserved (even in a mildly expressed form) general underdevelopment of speech, the following are characteristic:
Difficulties in merging sounds into syllables and words, mutual substitutions of phonetically or articulatory-close consonant sounds: whistling - hissing, hard - soft, voiced - deaf (helmet-kashka, help-help, chew-yawn), distortion of the syllabic structure of words (corrected instead crossed, operation instead of operating room, took out instead of pulled out), grammatical errors (the boat capsized, with two friends), letter-by-letter reading (K, A, Sh, A), impaired reading comprehension, too slow pace of reading, “guessing” reading.
The writing of children whose general speech underdevelopment (for various reasons) has persisted is characterized by:
Specific phonetic substitutions are errors indicating the incompleteness of the process of subtle acoustic-articulatory differentiation of the corresponding sounds (whistling-hissing, voiced-voiceless, soft-hard, etc.),
Distortion of the syllabic structure of words - rearrangements, omissions, additions of syllables, separate spelling of parts of a word and the merging of two words, indicating the immaturity of syllabic analysis;
Grammatical errors are shortcomings associated with the transfer of agrammatisms into written speech (incorrect use of prepositions and prefixes, case endings, agreements of various parts of speech, etc.).
Moreover, these 3 groups of errors are additionally called specific or diagnostic, since they are the ones that make it possible to establish a persistent writing disorder in a child - dysgraphia.
The following 2 groups of errors are, to one degree or another, characteristic of all children mastering writing, therefore they are called accompanying, they include:
Spelling errors are violations of spelling rules (unstressed vowels, unpronounceable consonants, prefixes, suffixes, etc.), which are much more numerous and persistent than in children with normal speech development,
Graphic errors - replacement of capital letters based on visual similarity (I-SH, P-T, L-M, B-D, etc.),
I would like to draw the attention of specialists that the presence of only accompanying errors (no matter how many they appear) does not provide grounds for diagnosing a child with a writing and reading disorder. Only the presence of specific errors allows a student to be diagnosed with dysgraphia and dyslexia.
Let us note that the learning process in primary school is based mainly on written language: children read problems and stories, write summaries, exercises, etc. Persistent impairments in writing and reading in a child will inevitably have a negative impact on his overall development. But, in addition, personal changes may occur. Constant failures in mastering reading and writing (according to R.I. Lalaeva) can cause in children: self-doubt, timidity, anxious suspiciousness, embitterment, aggressiveness, and a tendency to negative reactions.
Thus, it can be stated with certainty that the main task of a speech therapist in working with children with general speech underdevelopment is to prevent writing and reading disorders.
At present, there are still theories that explain disorders of written speech by their psychopathological basis (S.S. Mnukhin), inferiority of visual perception (F. Warburg, P. Ranschburg), difficulties of association (E. Illing), motor and sensory difficulties (O. Orton), mnestic disorders (R.A. Tkachev).
However, numerous studies by N.A. Nikashina, A.K. Markova, G.I. Zharenkova. L.F. Spirova, G.A. Kasha et al. confirmed the assumption made in the 40s of the 20th century by domestic scientists R.E. Levina and P.M. Boskis. They argued that in the vast majority of cases, the cause of dysgraphia and dyslexia is imperfect phonemic perception and, as a consequence, immature skills of sound analysis and synthesis.
It is important that the correctness of the conclusions of R.E. Levina and R.M. Boskis were confirmed by their research by a number of scientists (R. Becker, Z.K. Gabashvili, A.S. Vinokur, A.I. Mikulskite, etc.). They conducted a systematic analysis of dysgraphia and dyslexia in students of national schools and proved that, despite the differences in the Georgian, Ukrainian, Estonian, Lithuanian, German and Russian languages, writing and reading disorders in schoolchildren from different countries arose for the same reasons: as a result of imperfect phonemic perception and sound analysis skills.
In specialized literature and practical activities, we often encounter a mixture of these two concepts: phonemic perception and sound analysis.
For example, which of the two processes refers to the grouping of pictures depending on the sounds in their names? What about the child’s reproduction of syllable series or the selection of words for a given sound from the speech stream? determining the voicedness or deafness of a number of consonants, their position and quantity in a word, etc.?
Even experienced specialists, when offering these and similar diagnostic tests to preschoolers, find it difficult to correlate their results with one of the two named processes.
I will take the liberty of briefly formulating the difference between phonemic perception and sound analysis.
So, phonemic awareness does not require special training, but sound analysis does. Further, phonemic perception is the first step in the progressive movement towards mastering literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from one to 4 years, sound analysis - at a later age (after 4 years). And finally, phonemic awareness is the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis is the ability to distinguish the same in order to reproduce sounds in written form.
Let us denote these distinctive factors as follows (in the order of their description):
Didactic;
Ordinal;
Age;
It is very important for a speech therapist to understand the difference between the two processes indicated and not to confuse them. In addition - and this is the most important provision of the rehabilitation program - one should proceed to sound analysis or synthesis of the sound composition of a word in a child with speech impairments only after he has reached a certain (starting) level of phonemic perception, as well as the formation of the pronunciation of the analyzed and synthesized speech sounds.
High efficiency of training,
The use of special visual symbols,
Increasing the complexity of tasks compared to traditionally used ones,
The presence of a certain starting threshold for the development of phonemic perception,
Training on the material of correctly pronounced sounds,
Including a significant number of words in each exercise,
A new way to indicate the position of a sound in a word,
Development of attention and memory during the performance of basic tasks.
Performing exercises to analyze and synthesize the sound composition of a word using the author’s symbols:
Accelerates the process of phoneme formation,
Ensures readiness to master literacy,
Helps prevent dysgraphia and dyslexia in preschoolers.
This manual contains a description of the theoretical principles and practical recommendations that underlie the preparation of preschoolers with speech impairments to master literacy. The author proposes special visual symbols that make it possible to materialize sound and thereby dramatically increase the effectiveness of learning.
A detailed description of 50 exercises makes it possible for both a novice speech therapist and an adult without special training to gradually form the sound analysis and synthesis skills necessary for mastering reading and writing in preschoolers.
All exercises in the manual are given in order of increasing complexity and correspond to the annual long-term lesson plan for the formation of the phonetic aspect of speech.
You can work with this manual either with one child or with a group of children. In case of group lessons, the album should be in front of each child on the table.
The manual is addressed to speech therapists, educators, students of pedagogical universities and colleges, as well as tutors and parents of children with a wide variety of speech defects.
TKACHENKO T.A. FORMATION OF SOUND ANALYSIS AND SYNTHESIS SKILLS. ALBUM FOR INDIVIDUAL AND GROUP LESSONS WITH CHILDREN AGED 4-5 YEARS OLD. APPENDIX TO THE SET OF MANUAL “LEARNING TO SPEAK CORRECTLY”. - M.: GNOM I D, 2005. - 48 P.
The manual can be downloaded in .doc format
Natalia Fedosimova
Techniques for working on sound analysis, synthesis and phonemic processes
TECHNIQUES FOR WORKING ON SOUND ANALYSIS AND SYNTHESIS, PHONEMATIC PROCESSES.
The child is surrounded by many sounds: music, rustling grass, murmur of water...
But words are speech sounds- from his very birth the most significant. Sound speech provides the child with the necessary communication with adults, obtaining information, involvement in activities, and mastering norms of behavior.
By listening to words, comparing their sounds and trying to repeat them, the child begins not only to hear, but also to distinguish sounds of native language.
Child's mastery sound language composition underlies the development of speech and is based on the ability to hear, recognize and distinguish speech sounds. In other words, the peculiarity of speech formation directly depends on the degree of development phonemic hearing.
Pay attention to the nature of the formation phonemic A child’s hearing is important already in preschool age, since underdevelopment of this hearing is one of the reasons leading to dysgraphia, a writing disorder, and dyslexia, a violation of reading process.
Phonemic awareness or phonemic hearing(which, according to many modern researchers, is the same thing) it is customary to call the ability to perceive and distinguish speech sounds(phonemes) .
This ability is formed in children gradually, in process natural development.
In the period from 1 year to 4 years, development phonemic perception occurs in parallel with mastery of the pronunciation aspect of speech.
Transfer feature sounds in the initial period of their assimilation there is instability of articulation and pronunciation. But thanks to auditory control, the motor image sound correlates, on the one hand, with the pronunciation of an adult (with a model, and on the other, with one’s own pronunciation. The difference between these two images lies at the basis of improving articulation and pronunciation baby sounds. Correct pronunciation occurs only when both images match (D. B. Elkonin)
In development phonemic perception, the child begins with auditory differentiation of distant sounds(for example, vowels - consonants, then moves on to distinguishing the subtlest nuances sounds(voiced - voiceless or soft - hard consonants). The similarity of the articulation of the latter encourages the child "sharpen" auditory perception and “to be guided by hearing and only by hearing”. So, the child begins with acoustic differentiation sounds, then articulation is turned on and finally process differentiation of consonants ends with acoustic discrimination.
Simultaneously with the development phonemic perception, intensive development of vocabulary and mastery of pronunciation occurs. Let us clarify that clear phonemic ideas about sound possible only if it is pronounced correctly.
We analyzed the leading role of phonemic perception in the development of correct pronunciation, as well as the connection between these two processes.
The leading role is often underestimated phonemic perception in the formation of pronunciation, as well as confusion of concepts phonemic awareness and sound analysis. Inability of older preschoolers to decompose a word into its components sounds very often mistaken for developmental deficiencies phonemic hearing. This is completely false.
Sound analysis as opposed to phonemic awareness(with normal speech development) requires special systematic training. Exposed sound analysis speech turns from a means of communication into an object of knowledge.
D. B. Elkonin defines phonemic awareness as "hearing individual sounds in words and ability to produce sound analysis forms of words when they are spoken internally.” He's the same indicates: "Under sound analysis is understood
1) determining the order of syllables and sounds in a word;
2) highlighting individual sounds;
3) highlighting the main qualitative characteristics sound(acc. - v., hard. - soft."
Let's formulate the difference between these two processes(with normal speech development of the child).
So, phonemic perception does not require special training, and sound analysis requires. Further, phonemic perception is the first step in the progressive movement towards mastering literacy, sound analysis - second. Another factor: phonemic perception is formed in the period from 1 year to 4 years, sound analysis– at a later age. And finally, phonemic perception – the ability to discern features and order sounds to reproduce them orally, sound analysis– the ability to distinguish the same thing in order to reproduce sounds in writing.
Now let's dwell a little on the special knowledge that you need to know when teaching children sound analysis.
Words are made up of sounds.
The sound is what we hear and say.
A letter is what we write and read.
Sound on the letter it is indicated by a letter. That's why speak: “The boy doesn’t pronounce the letter "R" wrong. Should speak: “The boy does not pronounce sound"R"
There are 10 vowels in Russian letters: A, U, I, O, Y, E, I, E, Yu, E, and vowels only 6 sounds(A, U, O, I, E, S). Vowels sounds denoted in red.
The name Ya, Yo, E, Yu contains 2 sound:
Compare words: Ruff – YORSH sounds, and in the word HONEY - sounds of MyOT(the sound "Y" disappeared, because sound Yo sounds after a consonant.
That is why words with iotated vowels should not be offered at the initial stages of formation sound analysis.
Our alphabet contains 33 letters, and sounds 42, mainly due to soft consonants (Ny, Ty, Py). Compare: whine - thread. The first letters are the same, but different sounds: hard and soft.
Softness of consonants sounds reflected in the letter with with help: b, letters I, iotated vowels.
Analyzing words with children, it is necessary to take into account the presence of soft consonants in them and avoid them if the child does not yet know how to distinguish between hard and soft consonants.
We would also like to draw the attention of educators to the fact that children need to be offered full sound analysis and word synthesis, the pronunciation of which does not diverge from their spelling (faucet, pocket, voiced consonants at the end of words are deafened (mushroom).
Pronounce consonants sounds necessary briefly without vowel overtone(T, B, M, not EM, ER, PE).
Formation
Speech therapy system work on skills development phonemic analysis and synthesis takes into account the ontogenetic sequence of formation of various forms sound analysis and synthesis, selection conditions sound(certain position sound in a word, features of pronunciation sound series, character sound, quantity sounds in a sound row, etc.. d.). In this regard, a certain sequence of speech material is provided when developing the skill. phonemic analysis and synthesis:
a) a series of vowels sounds(au, ua, iua, auei, etc.);
b) syllables without consonants ( closed: op, ys, ah, etc.; open: ro, sy, ha, etc.);
c) syllables with consonant clusters (urs, kru, ate, dog, etc.);
d) words without a confluence consonants:
1) monosyllabic (house, juice, grass, forest, etc.)
2) disyllabic (hand, mother, porridge, puddle, etc.);
3) two-syllable words with a combination of consonants in the middle of the word (porridge, pen, mouse, bag, etc.);
4) monosyllabic words with a combination of consonants at the beginning of the word (chair, light, faucet, flag, etc.);
5) monosyllabic words with a consonant cluster at the end of the word (tiger, leaf, bush, scarf, bone, etc.);
6) two-syllable words with a combination of consonants at the beginning of the word (grass, book, wing, flowers, etc.);
7) two-syllable words with a combination of consonants at the beginning and middle of the word (flower bed, cover, glass, rake, etc.);
8) three-syllable words (birch, nettle, boat, bench, etc.).
Skill development phonemic analysis and synthesis carried out gradually: at first work based on materialization
(use of various auxiliary means - graphic diagrams of the word, sound lines, chips, for speech pronunciation
(when naming words) at the final stage, tasks are completed on the basis of ideas without relying on auxiliary means and pronunciation.
For teaching children of senior preschool age sound analysis The following techniques can be recommended We:
1) highlighting the first sound of the analyzed words and children's inventing words on the highlighted sound;
2) highlighting the latter sound of the analyzed words and children inventing words with this sound:
a) so that this sound was the first in a coined word,
b) so that this sound was in the middle of a word
c) so that this sound was the last to speak;
3) selection of words starting with a certain sound;
4) selection of words ending with a certain sound;
5) definition of the second sound in a word, coming up with it words:
a) if there is a second in the word vowel sound,
b) if there is a second in the word consonant sound;
6) definition of the third sound(vowel and consonant) in a word, inventing words in which this the sound is at the beginning, in the middle, at the end (Masha – hat, bear, pencil; wolf – forest, saw, table);
7) coming up with words for first, second, third sounds of analyzed words;
8) inventing words from a certain number sounds:
a) ending in a vowel sound(moon, window, games,
b) ending in a consonant sound(aquarium, escalator, house);
9) coming up with words from two or three sounds naming them in the sequence in which they appear in the word;
10) determining the number of vowels and consonants sounds in words consisting of three, four, five sounds; coming up with words for the specified sound:
a) which would begin with the second vowel sound(paw - aster, aquarium; stork - turkey, needle,
b) which would begin with the second consonant sound(geese - sun, table; duck - doll, cat,
c) which would begin with the third consonant sound(book - geese, guitar);
11) inventing words from three sounds, in which the second and third are known (om – house, cat, catfish, crowbar);
12) finding the same and different sounds in the words poppy and cancer, etc.
Gaming techniques:
1) Jump rope as many times as sounds in the named word;
2) show as many fingers on your hand as sounds in the analyzed word;
3) go through as many steps as there are consonants sounds in the word doll.
4) let the one whose name contains so much sounds how many times did you hit the drum (3 – Ira, 4 – Sasha, etc.);
5) game "The beginning of the word is yours" (name the first one) sound of words with ak - cancer, varnish, tank, etc.)
6) find and put in "wonderful bag" a toy with a second in the name vowel sound(doll, beetle, Pinocchio, etc.);
7) game "The end of the word is yours"(add a third word sound: ma - poppy, small; ko - cat, com, count, etc.)
As a result of training in sound analysis words are being improved not only child's phonemic awareness, but the vocabulary is also significantly expanded.
Introduction
Relevance The problem of developing the skills of sound analysis and synthesis in older preschoolers with general speech underdevelopment of level III is due to the fact that this skill is basic when teaching children in primary school and subsequently serves as the key to the successful development of educational activities when included in systematic schooling.
The ability to isolate sounds from a word plays a big role in filling gaps in phonemic development.
Exercises in sound analysis and synthesis, based on clear kinesthetic sensations, contribute to the conscious sound of speech, which is the basis for preparing for learning to read and write. On the other hand, the skills of sound-letter analysis, comparison, juxtaposition of similar and different features of sounds and letters, analysis and synthesis exercises contribute to the consolidation of pronunciation skills and the acquisition of conscious reading and writing.
Due to the specifics of the study, the focus was on the psychological and pedagogical classification. Speech disorders in this classification are divided into two groups. The first group includes violations of the means of communication, which includes general underdevelopment of speech.
There are three levels of speech development in children with ODD: the first level of speech development is characterized by the absence of speech (the so-called “speechless children”); the second - the presence of, although distorted, fairly constant commonly used words; the third is characterized by the presence of extensive phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment.
During the speech therapy psychological and pedagogical practice of correcting the speech of children in older preschoolers with general speech underdevelopment, significant deviations were identified in the formation of phonemic concepts that underlie sound analysis.
Difficulties and errors were primarily associated with insufficient mastery of the sound composition of a word, mixing of similar acoustic sounds, and inadequacy of sound analysis and synthesis.
Special studies by R.E. Levina (1968), T.B. Filicheva, N.A. Cheveleva, G.N. Chirkina (1989) showed that there is a connection between the difference between sounds and the memorization of their graphic designation. And this means that the analysis of sound and spoken speech is the starting point in teaching children to read and write.
Therefore, from the first to the last lesson on speech development and literacy in kindergarten, and then at the initial stage of schooling, children isolate sounds, syllables, sentences from speech, divide them into words, determine the number of syllables in words, especially highlighting the stressed one, establish the number, sequence of sounds and the nature of their connection in syllables and the word as a whole.
In the methodology of teaching literacy, the relationship between sound analysis and synthesis is not limited to decomposing words into sounds and combining the same sounds (names of sounds) into words. Sound synthesis requires special techniques leading to children's awareness of the sound composition of a straight syllable and the essence of the combined pronunciation of a consonant and a vowel in a straight syllable.
Today, there are several approaches to teaching literacy based on work on sound analysis and synthesis. This, for example, is the “live sounds” method developed by I.N. Shaposhnikov (1923). His initial position - “only those who can distinguish the sounds of speech read” - were important for the methodology of teaching literacy.
In Russian schools, they use the analytical-synthetic sound method in teaching children to read and write, originally proposed by Ushinsky.
The development of methods of teaching literacy in Russia was influenced by the works of D. B. Elkonin, who gave the definition of “phonemic hearing”, reading, the relationship between sound analysis and reading (synthesis). In teaching literacy, a special preparatory period was allocated, which serves to familiarize children with the sound and syllabic structure of words before learning letters and moving on to reading. This system was reflected in the content of teaching aids.
The system and methods of teaching literacy, developed by the authors of the primer (published since 1982; the most widespread in the early 90s) V. G. Goretsky, V. A. Kiryushkin, A. F. Shanko, have a number of distinctive features. In the preparatory (letterless) period, diagrams-models of the sound and syllabic structures of words are introduced, taking into account the relatedness of sounds in a word. Learning the sound and syllabic analysis of words continues in the basic (or alphabetic) period of literacy training, when the designation of sounds by letters is introduced. The sound-syllabic analytical-synthetic method of teaching literacy is used, since an open syllable is taken as the basis for reading, the word is pronunciation divided into sounds and syllables (analysis) and is initially read in the same way.
Many researchers (D.B. Elkonin, L.E. Zhurova, G.A. Tumakova, etc.) believe that it is effective in the process of developing skills in sound analysis and synthesis to teach how to depict a word using conventional signs (chips) on a model, which in the future it will become a reliable basis for literate (without omissions or replacement of letters) writing.
Of course, sound analysis and synthesis of syllables and words is one of the stages of speech therapy work. But it causes the greatest difficulties in the process of teaching children, and especially children with general speech underdevelopment, due to a violation of phonemic perception in children. It is this that creates in the future favorable conditions for the development of such operations as the clear separation of one sound from another, establishing the sequence of these sounds, determining the place of each sound, etc.
In our country, such prominent researchers as D.B. studied the problems of phonemic perception. Elkonin, R.E. Levina, N.S. Zhurova and many other researchers, but there are few studies specifically applied to preschool children with general speech underdevelopment in connection with the tasks of forming sound analysis and synthesis, which constituted the main problem research.
Methodological basis This study, therefore, was the research of K.D. Ushinsky, D.B. Elkonina, R.E. Levina, T.B. Filicheva, G.V. Chirkina, T.V. Tumakova, L.E. Zhurova, N.S. Zhukova N.S., E.M. Mastyukova and others.
Due to this subject research there was a general underdevelopment of speech in preschoolers due to a deviation in the formation of phonemic concepts that underlie sound analysis.
Object of study was the formation of sound analysis and synthesis in children with general speech underdevelopment.
The purpose of the study was the study of the dependence of sound analysis and synthesis skills on the level of development of phonemic perception in children with general speech underdevelopment.
Research objectives:
Studying theoretical ideas about the characteristics of sound analysis and synthesis skills in older preschoolers with level III SEN.
The importance of sound analysis and synthesis in speech formation and its connection with phonemic perception.
A study of the significance of work on the development of phonemic perception in the formation of sound analysis and synthesis skills in preschool children with level III SEN.
As hypotheses It was suggested that speech therapy work on the formation of phonemic perception will also increase the level of development of sound analysis and synthesis skills in older preschool children with level III OHP.
Theoretical significance of the study was determined by the fact that its results made it possible to expand and deepen knowledge about the characteristics of phonemic perception and the skills of sound analysis and synthesis in children with level III SLD.
Practical significance of the study was to build a system of correctional and speech therapy work to develop phonemic perception and sound analysis and synthesis skills in older preschoolers with level III SEN, which ultimately made it possible to more successfully solve the problem of preparing children of this category for school.
Research methods: pedagogical observation, natural experiment, collection of independent characteristics (expert assessment), study of activity products.
Chapter I. Theoretical issues of developing skills of sound analysis and synthesis in children with general speech underdevelopment
§ I.1. The importance of sound analysis and synthesis in speech development and its relationship with the level of development of phonemic perception
A child’s enrollment in school is an important stage in life, which changes the social situation of his development. It is necessary to prepare the child for studying in the 1st grade. It is important that children of 7 years of age master, first of all, competent phrases, detailed speech, the amount of knowledge, abilities, skills determined by the program of the preparatory group of general preschool institutions. Kindergarten is the first stage in the education system and performs an important function in preparing children for school.
Leading scientists (R.E. Levina, N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.E. Chirkina, I.K. Kolpokovskaya, A.V. Yastebova, etc.) proved that there is a direct relationship between the level of speech development of a child and his ability to master literacy.
In modern methods of teaching literacy, it is generally accepted that practical familiarization with the sound side of a word is a necessary prerequisite for mastering reading, and subsequently writing, in languages whose writing is based on the sound-letter principle.
Research by a number of psychologists, educators, and linguists (D.B. Elkonin, A.R. Luria, D.N. Bogoyavlensky, F.A. Sokhin, A.G. Tambovtseva, G.A. Tumakova, etc.) confirms that elementary awareness of the phonetic features of a sounding word also affects the child’s general speech development - the acquisition of grammatical structure, vocabulary, articulation and diction.
In order for a child to master written language (reading and writing) quickly and easily, and also to avoid many mistakes, he should be taught sound analysis and synthesis.
In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language. Phonemic perception or phonemic hearing, which, according to many modern researchers, is the same thing, is usually called the ability to perceive and distinguish speech sounds (phonemes).
This ability is formed in children gradually, in the process of natural development. The child begins to respond to any sounds from 2-4 weeks from the moment of birth, at 7-11 months he responds to a word, but only to its intonation side, and not to the objective meaning. This is the so-called period of pre-phonemic speech development.
By the end of the first year of life (according to N.Kh. Shvachkin), the word for the first time begins to serve as an instrument of communication, acquires the character of a linguistic means, and the child begins to respond to its sound shell (phonemes included in its composition).
Further, phonemic development occurs rapidly, constantly ahead of the child’s articulatory capabilities, which serves as the basis for improving pronunciation (A.N. Gvozdev). N.H. Shvachkin notes that by the end of the second year of life (when understanding speech), the child uses phonemic perception of all sounds of his native language.
Imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down and complicates the formation of sound analysis skills, without which full reading and writing are impossible.
The formation of correct pronunciation depends on the child’s ability to analyze and synthesize speech sounds, i.e. from a certain level of development of phonemic hearing, which ensures the perception of phonemes of a given language.
With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. The lack of analysis and synthesis affects the development of pronunciation as a whole. However, if the presence of primary phonemic hearing is sufficient for everyday communication, then it is not enough for mastering reading and writing. A.N. Gvozdev, V.I. Beltyukov, N.H. Shvachkin, G.M. Lyamina proved that it is necessary to develop higher forms of phonemic hearing, in which children could divide words into their constituent sounds, establish the order of sounds in word, i.e. analyze the sound structure of a word.
D.B. Elkonin called these special actions of analyzing the sound structure of words phonemic perception. In connection with literacy learning, these actions are formed through the process of special education, in which children are taught the means of sound analysis. The development of phonemic awareness and phonemic awareness is of great importance for mastering reading and writing skills.
Readiness for learning to read and write lies in a sufficient level of development of the child’s analytical-synthetic activity, i.e. skills of analysis, comparison, synthesis and generalization of language material.
Sound analysis, unlike phonemic perception (with normal speech development), requires systematic special training. Speech subjected to sound analysis turns from a means of communication into an object of cognition.
A.N. Gvozdev notes that the child notices the difference in individual sounds, but he does not independently decompose words into sounds. Indeed, independently identifying the last sound in a word, several vowel sounds at the same time, establishing the position of a given sound or the number of syllables is hardly possible for a child without the help of adults. And it is very important that this assistance is qualified, reasonable, and timely. D.B. Elkonin defines phonemic perception as hearing individual sounds in a word and the ability to analyze the sound form of words when they are spoken internally. He points out that sound analysis means:
1) determining the order of syllables and sounds in a word,
2) establishing the distinctive role of sound,
3) highlighting the main qualitative characteristics of sound.
Phonemic perception is the first step in the progressive movement towards mastering literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from one to four years, sound analysis - at a later age. And finally, phonemic perception is the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis is the ability to distinguish the same in order to reproduce sounds in written form.
Necessary prerequisites for teaching a preschooler to read and write are: formed phonemic perception, correct pronunciation of all sounds of the native language, as well as the presence of basic sound analysis skills.
It should be emphasized that all these processes are interconnected and interdependent.
When reading in children whose lessons were conducted without taking into account these factors, the following errors are most typical:
Difficulty merging sounds into syllables and words;
Mutual substitutions of phonetically or articulatory close consonant sounds (whistling - hissing, hard - soft, voiced - unvoiced)
Letter-by-letter reading (P, Y, B, A)
Distortion of the syllabic structure of words;
Reading pace is too slow;
Reading comprehension problems.
Typical writing deficiencies in such children include:
Substitutions of letters indicating the incompleteness of the process of differentiation of corresponding sounds that are similar in acoustic or articulatory characteristics;
Vowel omissions;
Omissions of consonants in their combination;
Merging words in writing;
Separate writing of parts of one word;
Omissions, extensions or rearrangements of syllables;
Spelling mistakes.
§ I.2. Ways to develop phonemic awareness and skills
sound analysis and synthesis in older preschoolers
The decomposition of a word into its constituent phonemes is a complex mental activity.
Phonemic analysis can be basic or complex. Elementary phonemic analysis is the isolation (recognition) of a sound against the background of a word; it appears spontaneously in preschool children. A more complex form is to isolate the first and last sound from a word, determining its place (beginning, middle, end of the word). And finally, the most complex form of phonemic analysis is determining the sequence of sounds in a word, their quantity, and place in relation to other sounds (after which sound, before which sound). Children master such phonemic analysis only in the process of special training (V.K. Orfinskaya).
To date, researchers have identified the following areas of work on the development of phonemic hearing and phonemic perception, the formation of skills in sound analysis and word synthesis:
Recognition of non-speech sounds;
Distinguishing words that are similar in their sound composition;
Syllable differentiation;
Phoneme differentiation;
Development of phonemic analysis and synthesis of words (elementary and complex).
Work on the formation of phonemic perception begins with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the reasons for incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.
Activities to develop phonemic perception at the very beginning are carried out on the material of non-speech sounds. Through special games and exercises, children develop the ability to recognize and distinguish non-speech sounds.
Children should learn to distinguish the pitch, strength and timbre of their voice through games, listening to the same speech sounds, sound combinations, and words.
Then they learn to distinguish words that are similar in sound composition. Later - to distinguish syllables and then phonemes of the native language.
Subsequently, work is carried out to isolate the sound from the background of the word, isolate the first and last sound from the word, and determine the location of the sound in the word.
The task of the next stage of work is the development of complex forms of phonemic analysis: determining the sequence of sounds in a word, their quantity, and the place of a sound in a word in relation to other sounds.
Children must also learn to conduct syllabic analysis and word synthesis.
Regardless of what level of general speech underdevelopment (III – II) the work is carried out with children, the following tasks are highlighted:
a) direct students’ attention to the sound side of speech;
b) teach to distinguish sounds by ear, develop auditory perception;
c) work out and clarify the articulation of preserved sounds, i.e. those sounds that are pronounced correctly in isolation, but in speech usually sound insufficiently distinct, blurred;
d) introduce into speech those sounds that will be introduced again;
e) differentiate and consolidate in speech those sounds that were mixed with each other;
f) consolidate the level of sound analysis and synthesis with which children came to speech therapy classes, and then gradually lead them to mastering more complex forms of sound analysis and synthesis.
Conscious assimilation of the acoustic-articulatory image of each sound and developing skills of sound analysis and synthesis allow children not only to clearly pronounce whole words, to isolate the number and sequence of sounds from them, but also to read them correctly.
At the letterless stage of learning, it is necessary to develop preschoolers’ interest in classes and form conscious mastery of the phonetic system of the language. Various games and gaming techniques help to awaken cognitive interest.
Thus, The methodology for teaching sound-syllable analysis of words involves three stages:
Formation of phonemic analysis and synthesis based on auxiliary means and actions (working with sound patterns).
Formation of the action of sound analysis in speech terms (support is excluded). Words are pronounced, the sounds of which they consist are sequentially determined, and the total number of sounds is specified.
Formation of the action of phonemic analysis in mental terms. The number and sequence of sounds are determined (without pronouncing words, based on ideas).
Chapter II. Comparative study of the level of development of sound analysis and synthesis skills in speech norms and general speech underdevelopment of level III
§ II.1. Organization and methodology of research
The research work was carried out on the basis of the combined preschool educational institution “Kindergarten No. 9” in the city of Prokopyevsk. . Children from two older groups took part in the experiment: speech therapy (23 children) and a regular program (20 children) aged 5.2 to 6.2 years. In the speech diagnosis of all children in the speech therapy group, level III ODD was indicated.
The study included 2 stages:
speech therapy examination,
analysis of the obtained data.
Research methods:
experimental survey; study of documentation, products of activity; conversation.
The technique used speech tests proposed by R.I. Lalaeva, E.V. Maltseva, A.R. Luria, adapted by T.A. Fotekova. The speech examination technique with a point-level assessment system was also adapted to determine the level of development of phonemic perception.
The structure of the method is presented in 4 series; series I was used, because the named processes in it are interconnected and interdependent, contributing to the conscious sound of speech.
Series I – Study of the sensorimotor level of speech:
1. Phonemic awareness test – 37 points;
2. Study of the state of articulatory motor skills – 8 points;
3. Sound pronunciation - with a maximum score of 15;
4. Checking the formation of the sound-syllable structure of a word – 12 points;
The highest score for the entire series is 72 points.
Having calculated the percentage of success of each aspect of speech, a speech profile was drawn:
1. Phonemic awareness;
2. Articulatory motor skills;
3. Sound pronunciation;
4. Sound-syllable structure of the word.
Success levels have been changed:
high level corresponds to 80-100%;
average level – 80-40%;
low level – 40% and below.
Speech tests and method evaluation system.
I .1 State of phonemic awareness.
Checking the level of development of auditory attention and memory – 14 points.
Discrimination of non-speech sounds – 2 points
Instructions: let's play the game "Sensitive Ear". Listen carefully and tell me what you hear?
* water transfusion; * rattle ringing
Distinguishing words that are similar in sound composition – 3 points
Instructions: repeat similar words in the given order:
* ladies - house - smoke; * pumpkin – letter – booth;
from four words, choose a word that is not similar in sound composition to the other three:
* poppy – bak – so – banana
Syllable differentiation – 6 points
Instructions: listen carefully and repeat the syllables after me:
* ta – that – that; * pa – ta – ka; * pa – ba;
* pa – ba – pa; * ma – me; * pta - pto - ptu - pty;
Phoneme differentiation – 3 points
Instructions: listen and tell me which sound occurs more often than others (the sound is pronounced exaggerated)?
* Mu-mu-mu, milk for anyone? * Ko-ko-ko, don’t go far.
* Doo-doo-doo, a woodpecker is sitting on an oak tree.
Development of elementary phonemic analysis (recognition of sound against the background of a word) – 13 points.
Determining the sound in a word – 1 point
Instructions: look carefully at the pictures of animals, select only those whose names contain the sound S.
Pictures: elephant, goat, dog, hare, cow, horse.
Selecting words with a given sound – 1 point
(do not offer sounds that are impaired in the child)
Instructions: name words with the sound Ш.
Isolating the first sound in a word – 4 points
Instructions: listen to the words and name the first sound in each word.
Words: Alik, duck, cat, bank.
Isolating the last sound in a word – 4 points
Instructions: listen to the words and name the last sound in these words.
Words: soup, tank, fly, balls.
Determining the location of sound in a word – 3 points
Instructions: determine what sound is sung in the middle of the word (the vowel sound is intonated).
Words: tank, goal, dream.
Development of a complex form of phonemic analysis.
Determining the number of sounds in a word – 3 points
Instructions: look at the pictures, say their names quietly. Count how many sounds there are in a word.
Words: cat, whale, moon.
Determining the sequence of sounds in a word – 3 points
Instructions: name the word by sounds: first sound, second, third, etc.
Words: house, whale, fly.
Dividing words into syllables.
Instructions: listen carefully to the words, say how many syllables are in the word.
Words: paw, stick.
Grade:
1 point – correct answer;
0.5 points – self-correction, correct answer with stimulating assistance;
0.25 points – errors with stimulating assistance;
0 points – failed to complete the task.
I .2 Study of the state of articulatory motor skills – 8 points.
Instructions: watch how I do it and repeat the movements after me:
lips in a smile;
lips “tube” - rounded and extended forward;
tongue “spatula” - a wide, spread tongue lies motionless on the lower lip, the mouth is slightly open;
“needle” tongue - a narrow tongue with a pointed tip is pushed out of the mouth, the mouth is slightly open;
tongue “cupped” - the mouth is slightly open, a wide tongue with curved edges upward forms the semblance of a cup;
clicking the tongue - “fungus”;
“ “watch” - the mouth is slightly open, the tongue sticks out and moves evenly from one corner of the mouth to the other;
“ swing” - the mouth is slightly open, the tongue alternately touches the upper and lower lips.
Grade:
1 point – correct execution with exact compliance;
0.5 points – slow and intense execution;
0.25 points – execution with errors, long search for a pose, incomplete range of movements, deviations in configuration, synkinesis, hyperkinesis;
0 points – failure to perform movements.
I .3 Study of sound pronunciation – 15 points.
Instructions: repeat after me the words:
dog – mask – nose;
hay - cornflower - heights;
castle - goat;
winter – shop;
heron – sheep – finger;
fur coat - cat - reeds;
beetle - knives;
pike – things – forest;
seagull - glasses - night;
fish - cow - ax;
river - jam - door;
lamp – milk – floor;
summer – wheel – salt.
Grade:
all sounds are conditionally divided into five groups:
the first four are the most frequently violated consonant sounds (whistles; hissing; L, Ль; Р, Рь),
fifth group - other sounds, defective pronunciation of which is much less common (posterior palatal sounds K, G, X and their soft variants, sound I, cases of defects in voicing, softening, rare violations of the pronunciation of vowel sounds).
3 points – perfect pronunciation of all sounds of the group in any speech situations;
1.5 points – one or more sounds of the group are correctly pronounced reflectedly, but are not automated in independent speech;
1 point – one sound of the group is changed or distorted in any position;
0 points – all or several sounds of the group are subject to distortion in all speech situations.
I .4 Study of the formation of the sound-syllable structure of a word – 12 points.
Instructions: repeat after me the words and expressions:
cactus
briefcase
locomotive
octopus
lizard
scuba diver
library
policeman
glazier
take pictures
Emelya can barely ride.
A watchmaker repairs a watch.
Grade:
1 point – correct and accurate reproduction at the pace of presentation;
0.5 points – slow syllable-by-syllable reproduction;
0.25 points – distortion of the sound-syllable structure of a word (omissions, rearrangements, additions);
0 points – non-reproduction.
The survey was based on methodological principles.
1. An integrated approach.
In relation to the examination of a child, this is a requirement for a comprehensive study and assessment of the child’s activities by various specialists.
2. Holistic, system analysis.
It involves the detection of not just individual symptoms of impaired development, but, first of all, the connections between them, the establishment of a hierarchy of identified deviations, as well as the presence of preserved links.
3. The principle of dynamic learning.
The data obtained as a result of the survey are presented in the next paragraph.
II. 2. Comparative analysis of data from the study of phonemic perception in normal conditions and with OHP
The data obtained are reflected in Appendices 1 and 2. The results of the study can be summarized as follows (Table 1).
Generalized data from the ascertaining examination of the speech of children with normal speech development and with level III SLD
Table 1
|
Phonemic awareness |
Articulatory motor skills |
Sound pronunciation |
Syllabic structure of the word |
|||||||||
|
High |
average |
short |
High |
average |
short |
High |
average |
short |
High |
Average |
short |
|
|
% of children with ODD |
||||||||||||
|
% of children with normal speech |
||||||||||||
Thus, it is clear that children with normal speech were distinguished from children with speech pathology by the level of development of the sensorimotor side of speech, primarily by the level of development of phonemic perception. Children with normal speech had sufficiently developed auditory perception. They had no difficulty distinguishing words that were similar in sound composition or reproducing syllable sequences of varying degrees of complexity. About half of the children (45%) had a high level of development in identifying sounds in a word and selecting words with a given sound, while the rest had average indicators. 30% of children were able to independently identify the first and last sounds.
The percentage of incorrect identification of the location of a sound in the middle of a word was 10%. Analyzing a word, breaking it down into sounds, and counting numbers was possible for 60% of children. 70% could separate words using external support. In children with normal speech, there were no articulatory motor impairments; significant differences were observed in the level of formation of sound pronunciation and the syllabic structure of the word.
A completely different picture was seen in children with level III OHP. Almost half of the children (44%) required varied assistance from an adult when reproducing syllable series that differed in hardness-softness, voicedness-voicelessness, with a combination of consonants and changes in vowel sounds. . 43% of children did not cope with the task of identifying sounds in a word and selecting words with a given sound. 74% of children were unable to identify the first and last sound in a word and identify the vowel in the middle of the word. For the rest, we had to resort to intonation highlighting the sounds in the word, since the vowel sound was perceived as a shade of the consonant. The greatest difficulty was presented by complex phonemic analysis. It was inaccessible to most children (92%). They named the sounds at random or simply remained silent. In children with ODD, significant differences were observed in the development of articulatory motor skills, the formation of sound pronunciation, and mastery of the syllabic structure of words: in two cases there were violations of articulatory motor skills, a third of children with ODD had violations of sound pronunciation and the formation of the syllabic structure of words. It seems that the main difficulty that hindered the normal acquisition of speech in children with general speech underdevelopment was deficiencies in phonemic perception. Deficiencies in phonemic awareness are clearly visible when analyzing Figures 1 and 2.
Picture 1
Data from a survey of children with level III ODD at the initial stage
Figure 2
Data from examination of children with normal speech
Thus, the assumption that the formation of sound analysis and synthesis in children is closely related to the level of development of phonemic perception began to be confirmed.
However, for more accurate data, it was necessary to conduct speech therapy work on the development of phonemic perception in children with level III SLD and analyze its results.
Chapter III. Development of phonemic perception in children with level III OSD as a condition for the formation of skills in sound analysis and synthesis
Speech therapy work with older preschoolers was structured taking into account the use of forms of phonemic analysis and synthesis of varying degrees of complexity and the sequence of mastering them in ontogenesis.
It included the following areas of work:
development of auditory attention and auditory memory;
developing skills in sound analysis and word synthesis:
Development of elementary forms of phonemic analysis (singling out sounds against the background of a word);
Formation of complex forms of phonemic analysis.
The present system of work on the development of phonemic perception and sound analysis and synthesis of words is based on the study and testing in speech therapy psychological and pedagogical practice of speech correction of the technologies of the country's leading defectologists and the active search and application of innovative pedagogical technologies.
Getting to know Chrysostom - the magical land of beautiful and correct speech, with its inhabitants - sounds (Singers and Stirrers named Vowels and Consonants), the bug Chutkoushko, the monkey "Chi-chi-chi", the cunning Sun and the playful Cloud, the Hedgehog, the Little Fox and the Wise Owl, they traveled along the road to ABC (the educational system “School “2100”) and discovered the wonderful world of sounds and their combinations.
The first bug to meet and play with children in the magical land of sounds was Chutkoushko.
This series of games was called “Sensitive Ear,” the goal of which was to listen to the sound of non-speech sounds, phonemes, and words.
Games were played to distinguish non-speech sounds: “What do you hear?” It was proposed to determine by ear the sound of familiar objects, sounding toys, and talk about the teacher’s actions with familiar objects (various actions with water, paper).
Didactic exercises were practiced to reproduce a rhythmic pattern when clapping, tapping or making a sound on any musical instrument.
A number of games were aimed at distinguishing words that are similar in sound composition.
In the game "True or False?" The children were given two circles (red and green) and given the task: if you hear the correct name of what is shown in the picture, you will raise the green circle, and if you hear the wrong name, you will raise the red one. Then a picture was displayed on which, for example, a banana was drawn. The sound combinations were pronounced loudly and clearly: TANAM, BAMAN, PAMAN, BANA, BAMAN, etc. The children had to raise the corresponding mugs.
The following didactic exercises were used:
repeat similar words, first in twos, and then in threes, in the given order: poppy - bak - so; current - knock - current, etc.
from every four named words, choose a word that is not similar in sound to the other three: poppy - tank - so - banana; catfish - com - turkey - house, etc.
Purposeful work was also carried out on the differentiation of syllables.
At the initial stage of the formation of phonemic awareness, this stage turned out to be very difficult for children, so in the magic chest of the monkey Chi-chi-chi there were many games and exercises such as “Echo”, “Abracadabra”, “Repeat”, “Magic Microphone”. The pronunciation of syllabic series was combined with the development of intonational expressiveness of speech and facial expressions. Syllable combinations were pronounced with fairy-tale characters:
with Winnie the Pooh, children repeated “yells” and “teases”;
we sang songs with Kolobok, etc.
A series of didactic exercises on reproducing syllable series of varying degrees of complexity was proposed:
reproduction of a syllabic sequence with a change in stressed syllable;
reproduction of syllable combinations with one consonant and different vowels;
reproduction of syllable combinations with a common vowel and different consonants;
reproduction of syllabic combinations with consonant sounds that differ in hardness - dullness, first two syllables, then three syllables;
reproduction of syllabic combinations with consonant sounds varying in softness - hardness;
reproduction of syllable pairs with increasing consonant sounds;
reproduction of syllable pairs of combinations with a common combination of two consonants and different vowels;
reproduction of syllable pairs with a change in the position of consonant sounds when they come together.
This work was important for the rehabilitation of the sound-syllable structure of the word.
Games like “Say a word”, “Which sound occurs more often than others?” helped to listen to the speech stream of words and recognize the repeating sound in this stream. Initially, the repeated sound was pronounced exaggeratedly. Various options were used:
“The rabbit was gnawing on a cabbage leaf,
The cat caught mice and rats.” (TO)
"I'm a couch potato, I'm a red cat
I was lying down... (stomach)”;
This stage of work was basic for the development of auditory attention, auditory memory, preparation for elementary analysis and synthesis of words.
The decomposition of a word into its constituent phonemes is a complex mental function.
Elementary phonemic analysis against the background of a word depends on:
nature of the sound
position in a word
pronunciation of sounds.
The work of isolating (recognizing) a sound against the background of a word began with articulatory simple sounds and corresponded to their formation in ontogenesis ( a, y, i, m, o, p, t, k etc.).
In classes on the formation of the phonetic side of speech, each sound was first clarified in isolation, and then highlighted (pronounced exaggeratedly) in a sound complex, syllable combinations, words, sentences, and stories. This approach made it possible to prepare children for sound analysis of words.
When getting to know vowel sounds, attention was paid to their atriculation (lips open, elongated, etc.) and the presence of a voice when pronouncing them. The vibration of the larynx was determined when adding a voice by applying the back of the hand and “singing it (tactile-vibration control).” The melodiousness of vowels was used in the frontal lesson as a technique for passing an exhaled stream of air through the mouth, which was also well felt by the surface close to the mouth.
Reinforcing the concept of “vowel sounds” and leading to the conscious assimilation of the acoustic-articular image of sound based on visual, auditory, tactile and kinesthetic sensations was helped by reference signals - diagrams that opened the lifesaver book “Traveling through the Land of Chrysostom.”
When clarifying articulation, visual symbols of vowel sounds were introduced. The vowel sound was identified on the basis of onomatopoeia using pictures, for example, a girl is crying (a – a – a), a tooth hurts (o – o – o).
To eliminate the difficulty in isolating sounds, non-speech supports were used.
It was suggested to clap your hands, if a given sound was heard among other sounds, to catch it.
Then work was carried out to isolate the sound from the background of the syllable by ear and pronunciation. Syllables were offered that included and without this vowel sound (starting with reverse syllables). Work was carried out on the analysis and synthesis of combinations of vowel sounds using visual symbols.
For example, children had 3-4 visual symbols of vowel sounds on their tables, which were later replaced by gray chips. It was proposed to lay out combinations such as AUO, OUA, OIU, etc. They were analyzed using visual support and reproduced in their entirety (read).
The next step was the formation of the ability to determine the presence or absence of sound in a word. This work began with vowel sounds.
It was proposed to select a given vowel sound by ear (by clapping) from a number of words with and without a vowel sound in the word. Initially, words were selected with a vowel sound in the initial stressed position.
Experience shows that five-year-old children with OHP have difficulty isolating sounds from the background of a word.
Stressed vowels are easier to recognize than unstressed vowels.
Work was carried out to isolate the first stressed vowel from the word.
The definition of a stressed vowel at the beginning of a word is carried out in three ways:
a) by ear, when the word is pronounced by a speech therapist,
b) after the child pronounces the word,
c) based on auditory-pronunciation ideas.
A series of didactic games and exercises “Name the first sound” was held. Pictures were offered. The speech therapist named them, using his voice to highlight the first stressed sound in the words. Children, naming words from pictures, pronounced the first vowel sound in a word drawn out, intoning.
An approximate set of words: stork, aster, army, Africa, Anya, Alik.
In frontal, subgroup and individual pronunciation classes, games were also used to highlight the first stressed vowel.
Ball game “Which vowel begins the word?” The children sat around the speech therapist. He threw the ball and said a word starting with any vowel. The child caught the ball and, pronouncing this vowel sound, returned the ball.
An approximate set of words: stork, duck, frost, echo, ear, asters.
Lotto game “Find out the first vowel in a word.” Children were given large sheets of pictures whose names began with different vowels (for example: cloud, stork, needles, ear) and visual symbols of vowel sounds. The speech therapist pronounced a vowel sound. On the worksheet, children had to find a word that began with this sound and cover the corresponding picture with a card with a visual symbol.
The winner was the one who had all the pictures covered. One could be asked to name words starting with a vowel A, O, U.
Isolating the first consonant from a word was carried out after the children had developed the ability to isolate sounds from backward and forward syllables and recognize the sound at the beginning of the word.
According to G.A. Vanyukhina, when determining the sound in a word, children experience particular difficulty when a consonant merges with a vowel (house - d, and not do).
Therefore, it is important for the child to clearly understand the task facing him, first using more accessible examples:
a) highlighting the initial vowel a_ist;
b) highlighting the initial plosive consonant outside the merger with the vowel during its exaggerated-isolated pronunciation to _ to? ;
c) highlighting the initial fricative consonant sh_uba;
d) highlighting the initial occlusive fricative exaggerated consonant vata;
e) highlighting the initial occlusive exaggerated consonant cat.
Non-speech supports were used.
When determining the 1st sound in a word - fricative consonants and vowels, it is better to pull, first paying attention to the longest sound, and offer to slide it as if on a rope with your hand and in pronunciation: A____nya, s____ani.
The determination of the final consonant was carried out first on reverse syllables such as am, um, ah, us.
Plosives are more easily distinguished from the end of a word. Extra-verbal supports helped again:
when determining the last sound in a word, the plosive consonant can be “thrown” (say) onto the palm, slightly separating it from the previous sounds. By combining the trace of the air stream and the exaggerated pronunciation of the sound, the child easily calls it to ______t;
You can, by imitation of an adult, at the same time as pronouncing the last sound, “catch” it by making a sharp movement with your hand and clenching your fist, like grabbing a mosquito ma _____ k.
An effective technique for solving this problem was the titmouse (an extra-speech support), where the first sound in the word is the titmouse’s nose, the last is the titmouse’s tail, and the sounds in the middle are the wings. “Find tails” means identifying the last sounds in words. “Bring back the noses” - identify the first sounds.
Didactic exercises “Find the tail in the word” were used. Select the last sound in the word and click on it. Words are suggested: house, tank, tube, spider, etc.
Select pictures that end with a given sound (K)
Words: juice, nose, bull, bridge, machine gun, whale, pilot, smoke.
The game “Chain of Words” was played as an exercise in identifying the first and last sounds in words.
Next came the work of determining the place of sound in a word. A non-speech support (titmouse) and a sound ruler were used. A sound line is a rectangular strip divided into three equal parts, which symbolize the beginning, middle and end. Initially, a tit was attached to it. There was a movable chip on the sound line that indicated the location of the sound. It was clarified that if the sound is not the first and not the last, then it is in the middle. First, the place of the stressed vowel in one- and two-syllable words was determined: for example: the place of the sound A in the words Alik, poppy, two. Vowels were pronounced intoned. Subsequently, work was carried out to determine the place of the consonant sound in the word.
Games and exercises under the general name “Hide and Seek” were included.
“Find out where the consonant is hidden in the word?” (T)
Words: cottage cheese, compote, cotton wool (with a sound line).
Lotto game.
Cards with pictures for a given sound and cardboard strips, divided into 3 parts, were used. The speech therapist named the words, the children determined the position of the sound in the word and placed the picture on the corresponding part of the strip.
During the work, the children were offered a fairy tale about the sound Ш, which loves to play hide and seek.
“Once upon a time there was a sound Ш. Sometimes he would be in a bad mood (what kind of bad mood is this?), and he would begin to hiss loudly and angrily, like, for example, oil in a frying pan: “Sh-sh-sh! Osh-sh-paryu!” or like a goose: “Shhh! You're scared..." Singing sounds such as A, O, I. For whom the hissing prevented them from singing clearly, they decided one day to spank the sound Ш and beat the angry and irritated hiss out of it. After all, without hissing, the sound Ш ceases to exist. A hat will become an abomination, a fur coat will become a slaughter, a hat will become a blunder. But the sound Sh did not want to be spanked, he ran away and hid. Where did you hide? Hid in different words. Sly fellow! You and I will find words in which the sound Ш is hidden. We won’t spank him, but just play hide and seek. He hid, and we will find him.”
This tale can be used to highlight any sound against the background of a word using appropriate onomatopoeia.
Taking into account the sequence in the work on the development of elementary phonemic analysis, where work was first built on determining the presence of a sound in a word, then isolating the sound at the beginning and end, as well as its place, children were offered tasks like:
quietly pronouncing the names of the depicted objects, place chips on those of them in which you heard the given sound (exercise “The Fourth Odd One”);
Based on the plot picture, name words with a given sound;
come up with words with a given sound;
determine what sound words begin with;
find out what sound words end with;
Place chips on pictures whose names contain the given sound:
in the middle of a word;
at the end of a word;
at the beginning of a word.
The use of game motivations with fairy-tale characters, object symbols (“magic chest”, “wonderful bag”, “lit lantern”), extra-speech supports, inhabitants - the sounds of the country of Chrysostom - developed elementary forms of phonemic analysis. Wherever a little man appeared - a sound, it was necessary to select words with a given sound, cover the corresponding pictures with a chip, name the words with this sound, and determine its location in the word.
Speech therapy work on the formation of complex forms of phonemic analysis is not only the ability to isolate speech sounds, but also to perform more complex operations with them: determine the sound composition of a word, the sequence of sounds in a word, the place of each sound in relation to other sounds. In the process of forming phonemic analysis, not only the forms, but also the speech material become more complex. G.A. Kasha suggested the following sequence of presentation of lexical material:
two-syllable words made from straight open syllables;
three-syllable words made of straight open syllables;
monosyllabic words.
D.B. Elkonin proved that it is advisable to begin this work with the material of monosyllabic words, excluding words where consonants are deafened. Only then should you enter two- and three-syllable words. Work on developing the skills of sound analysis and synthesis in preschoolers with level III OHP was built taking into account the theoretical positions developed by D.B. Elkonin, as part of the study of the characteristics of teaching preschool children to read and write.
At the stage of familiarization with the phonetic system of the language, all work took place taking into account the materialized basis of learning. The means of such materialization was visibility. The visual aid was a card with an image of an object on it and a diagram of the phonemic composition of the word - in cells, the number of which corresponds to the number of phonemes of the word being analyzed. Chips of a neutral color (gray) were offered. The work began with monosyllabic words like poppy, cat, onion.
At this stage, a special technique of pronouncing words was used, which D.B. Elkonin called it intonated, and B.M. Grinshpun - accented.
A method was proposed for isolating sounds in a certain sequence. At first, the child heard the sound that the adult emphasized intonationally in the word. He did not name it in isolation, but could only repeat the entire word after the speech therapist and intonationally highlight the desired sound:
m-m-m-ak
m - a-a-a-k
ma-k-k-k
At the next stage, the child could name each sound in isolation, hearing the teacher highlight it intonationally.
For example, the word SOK was suggested for sound analysis.
The work was carried out as follows:
listen to what I say and name the first sound: s-s-s-ok;
listen to what I say and name the second sound: s-o-o-o-k;
listen to the third sound: so-k-k-k.
Chips were laid out, sounds were pronounced sequentially, and their number was specified. Only after this did the children independently pronounce the word with intonation highlighting the desired sound and the name of this sound separately. Such consistent work was important because children mastered the method of isolating sounds in a word: the ability to identify any sound in a word, determine its place in a word, and independently name words with these words.
Then the work became more complicated. The formation of the action of phonemic analysis took place in speech terms, first with the use of a picture, then without it. The children named the word, determined the sequence of each sound and their number. A more difficult stage was the formation of the action of phonemic analysis in mental terms. Children practiced determining the quantity, sequence and location of sounds without naming the word.
Then the children were introduced to vowel phonemes.
Before introducing the corresponding color of the chip to determine the vowel sound, it was necessary to form a clear orientation to the vowel sound.
The concept of “vowel sound” was developed in the course of previous work based on the signal circuit. It was noted that a vowel sound is one that can be sung and not drawn out.
Everyone knows that sounds are only heard and pronounced. And for some reason the kids wanted to see them. Cheerful little men - sounds began to live only in the fabulous land of sounds - Chrysostom - the land of beautiful and correct speech.
Six vowel sounds - six girls. The half-open mouth indicated the free exit of the air stream: vowels easily sing ringing, long songs.
The red color of the dress - the square - corresponded to the designation used at school, the bell - the sonority of the sound, the position of the lips - schematic articulation.
The children called these sounds Singers. They were given the surname Vowels.
The materialized support was the same graphic diagrams, the same technique of pronouncing words. Red chips were introduced.
Traveling around Chrysostom, I became acquainted with its inhabitants - consonant sounds. This was the next stage of work.
All consonants were represented by four boys. Pursed lips are a symbol of an obstacle to the path of exhaled air. The consonant songs did not work out: they whistled, hissed, exploded, they could be pulled (zh-zh-zh), but not sung. Articulation was not depicted. In the magical land they were called Stirrers, so their surname is Consonants. And the name and patronymic of the sound were learned later.
The children got acquainted with “The Tale of Cheerful Sounds.”
“Once upon a time there were funny sounds. They knew how to sing songs. Their names were A, E, O, U, I, Y. And everyone together was called “vowel sounds.” The vowels had ringing voices and they sang like birds. One day they sang so joyfully that other sounds also wanted to sing.
P, p, p, p, - the sound of P puffed. He puffed and puffed, but could not sing the song. He cried and began to mourn: “Oh, how unsinging I am, I don’t have a voice, I can’t sing.”
T, t, t, t, - the sound of T faded. He tapped, tapped, but he couldn’t sing the song either. He cried and began to mourn: “Oh, how unsinging I am, I also have no voice, almost no one hears me.”
K, k, k, k, - the sound of K groaned. He groaned and groaned, but could not sing the song. He cried and sunbathed, because he also really wanted to sing.
Do not be sad, unsinging sounds! - said the vocal sound A, - We, vowel sounds, can help you. Only you must always stand next to us. Do you agree?
We agree! We agree! - non-singing sounds screamed.
That's good! For this we will call you all together “consonant sounds,” said the vowels.”
At this stage, acquaintance with two phonetic oppositions took place:
first - by hardness - softness;
then - by hardness - deafness.
The main means of control that determined the differentiation of hard and soft sounds was acoustic control.
Cards with a picture of an object and a diagram were given.
It was suggested to listen to what the vowel sounds in the words CAT and KIT sound like? Same or different?
Then it was found out what the first sounds in these words sound like?
Schemes of words using color symbols were laid out.
D.B. Elkonin proposed yellow to indicate hard consonants, and green to indicate soft consonants. Traditionally, when working with older preschoolers, blue is used to indicate hard consonants, and green for soft consonants.
In the country of Chrysostom, hard consonants wore blue suits - squares. They had a strict, firm character: they knocked strictly (t-t-t), puffed strictly (p-p-p), growled strictly (rr-r-r). Soft consonants loved green suits - squares, because they had a gentle, soft character. They knocked gently (t-t-t-t), puffed gently (p-p-p-p), and even growled gently (p-p-p-p).
The differentiation of voiceless and voiced consonant sounds occurred on the basis of tactile-vibrational control (i.e., based on the vibration of the vocal folds). An image of a bell was entered. Voiced consonants had bells, and voiceless consonants had no bells.
The inhabitants of Chrysostom helped in mastering the analysis and synthesis of words. They were friends, sang their songs, merging into one melody. By the end of this stage, children in the phonics analysis classes had five different types of counters.
Red chips were used to indicate vowel sounds, blue ones with a bell - for hard voiced consonants, blue without a bell - to indicate hard voiceless consonants, green with a bell - for soft voiced consonants, green without a bell - to indicate soft voiceless consonants. When conducting phonemic analysis, the diagram of the sound composition of the word was filled with colored chips.
Later, when they became acquainted with a new sound, the children independently put a suit on it and gave a description according to the reference diagram.
The next work was carried out on transformation, changing the sound shell of a word through a system of vowels or consonant phonemes. The change in sound envelope through the system of vowels or consonants was carried out one at a time, for example,
*varnish – poppy – cancer; *varnish – face – bow.
At this stage, such sound combinations were proposed so that the child could operate with the semantics of a given word.
By acquiring knowledge about vowels and consonants, hard and soft sounds, children learned to conduct phonemic analysis of words of any complexity.
Here are some types of work on the development of complex forms of phonemic analysis:
choose words with a certain number of sounds, for example, three sounds, four;
select pictures whose names have a certain number of sounds (game “Pyramid”);
choose words where the given sound would be in first, second, third place;
name the words according to the proposed scheme;
by transforming words by adding sound
at the beginning of the word: mouth - mole, fur - laughter;
at the end of the word: ox - wolf, floor - regiment;
by transforming words, changing one sound of a word (chain of words) som – juice – soup – sokh – rubbish – cheese – son – son;
rearranging the sounds: linden - saw, stick - paw.
The development of language analysis and synthesis was served by tasks like:
from the first sounds in the names of every three pictures, create a one-syllable word;
make up a word from the first sounds in the names of each of the four pictures, etc.
Dividing words into syllables also helped to more effectively master the sound analysis of a word. The work began with simple exercises.
In the game “Say the Word,” the speech therapist pronounced the first syllable, and the child pronounced the second. Then the children named the remembered words in full:
shi-na, ti-na, mi-na.
In the process of forming syllabic analysis and synthesis, the phasing of mental actions is taken into account. First, exercises were offered that relied on external, auxiliary means: clapping a word, tapping, walking. In the game “Walk the Word,” the speech therapist showed that when pronouncing different words, you can take a different number of steps (moon, car, plane). The children were asked to walk through the words they had invented. Having learned to correctly pronounce words of two or three syllables, not complicated by a combination of several consonants, games were used to master a more complex sound-syllable structure.
In the game “Choose a similar word,” the teacher named a word of two syllables, and the child selected a word of three syllables with the same ending. If the child found it difficult, he could choose a word using pictures selected for the game and laid out in front of him:
Christmas tree-broom, watering can-sticker, cannon-cracker.
Then, in the process of developing auditory analysis in speech, the ability to isolate a vowel sound in a word was formed. Graphic diagrams of words were used.
At the last stage the following games were used:
"Confusion"
The teacher pronounced two syllables. It was necessary to change their places and name the resulting word.
Syllables: ka-mas, ta-pas, cha-Ka, ka-sum, na-sos, etc.
"Come up with the beginning of a word"
The presenter said the end of the word. The child added the first syllable and named the whole word.
Syllables: - tire, - meta, - neta, - midor, - daughter, - losy, etc.
D.B. Elkonin emphasized: “Not only the acquisition of literacy, but also all subsequent acquisition of the language—grammar and associated spelling—depends on how the child discovers the sound reality of the language, the structure of the sound form of the word.”
After completing this work, children with level III OHP were examined again. The obtained data are presented in Appendix 3. The summarized data are presented in Table 3.
Data from a control examination of the speech of children with level III SLD
Table 3
|
Phonematic perception |
Articul. motor skills |
Sound pronunciation |
Syllabic structure of the word |
|||||||||
|
High |
average |
short |
High |
average |
short |
High |
average |
short |
High |
average |
short |
|
|
First stage |
||||||||||||
|
Final examination |
||||||||||||
Thus, it became clear that work on the development of phonemic perception influenced all components of children’s speech development, including the level of sound analysis and synthesis.
During the control examination, all children with level III SEN demonstrated a sufficient level of auditory perception.
When performing speech tests for the development of elementary phonemic analysis, 45% and 30% of children, respectively, accurately identified the sound in a word and selected words with a given sound; the rest required only minor variable assistance from an adult.
When performing tasks to isolate the first and last sounds in words, 80% and 90%, respectively, showed a sufficient level of development of this type of sensitivity, of which 30% had a high level.
The percentage of correct and independent determination of the place of sounds in the middle of a word was 22%, 61% - with minimal help.
Analyzing a word, breaking it down into sounds, determining their number, and dividing the word into syllables became accessible to most children (92%).
This can be seen in more detail in Figure 3.
Figure 3
Comparative analysis of examination data of children with special needs at the ascertaining and control stages
As you can see, all indicators of the sensorimotor side of children’s speech, including those that describe the skills of sound analysis and synthesis, have improved significantly. Consequently, the hypothesis that speech therapy work on the formation of phonemic perception will also increase the level of development of sound analysis and synthesis skills in older preschoolers with level III SEN was confirmed.
Conclusion: therefore, it is precisely the deficiencies in phonemic perception that underlie the difficulties in developing the skills of sound analysis and synthesis.
Conclusion
Due to the specifics of the study, our focus was on the psychological and pedagogical classification. Speech disorders in this classification are divided into two groups. The first group includes violations of the means of communication, which includes general underdevelopment of speech.
Children with speech development disorders have a reduced ability to both perceive differences in the physical characteristics of language elements and to distinguish the meanings contained in the lexical and grammatical units of the language, which, in turn, limits their combinatorial capabilities and abilities necessary for the creative use of structural elements native language in the process of constructing a speech utterance.
Phonemic perception is the first step in the progressive movement towards mastering literacy, sound analysis is the second. In modern methods of teaching literacy, it is generally accepted that practical familiarization with the sound side of a word is a necessary prerequisite for mastering reading, and subsequently writing, in languages whose writing is based on the sound-letter principle.
Work on the formation of phonemic perception at the very beginning should be carried out on the material of non-speech sounds. In the process of special games and exercises, children need to develop the ability to recognize and distinguish non-speech sounds.
Then you should learn to distinguish words that are similar in sound composition. Later - to distinguish syllables and then phonemes of the native language.
Subsequently, work should be carried out to isolate the sound from the background of the word, isolate the first and last sound from the word, and determine the location of the sound in the word.
The task of the last stage of work should be the development of complex forms of phonemic analysis: determining the sequence of sounds in a word, their quantity, the place of a sound in a word in relation to other sounds.
Regardless of what level of general speech underdevelopment (III – II) the work is carried out with children, it is necessary to solve the following problems:
a) direct students’ attention to the sound side of speech;
b) teach to distinguish sounds by ear, develop auditory perception;
c) work out and clarify the articulation of preserved sounds, i.e. those sounds that are pronounced correctly in isolation, but in speech usually sound insufficiently distinct, blurred;
d) introduce into speech those sounds that will be introduced again;
e) differentiate and consolidate in speech those sounds that alternate with each other;
f) consolidate the level of sound analysis and synthesis with which children came to speech therapy classes, and then gradually lead them to mastering more complex forms of sound analysis and synthesis.
It was found that children with normal speech are distinguished from children with speech pathology by the level of development of phonemic perception and skills in analyzing the syllable structure of a word - almost all children with normal speech have a sufficient level of this type of sensitivity. Children with normal speech do not have articulatory motor impairments. There are significant differences in the level of development of sound pronunciation and mastery of the skill of determining the syllabic structure of a word between children - a third of children with OPD have such disorders. Half of the children with level III OHP had difficulties in reproducing syllable series of varying degrees of complexity. More than half of the children (70%) did not have basic phonemic analysis. The greatest difficulty for most children was complex phonemic analysis. It was suggested that the main difficulty that prevents normal speech acquisition in children with general speech underdevelopment is deficiencies in phonemic perception of sounds, phonemes, and words.
As a result of comprehensive work on the development of phonemic perception, all indicators in children, including those that describe the skills of sound analysis and synthesis, have improved significantly. It is enough to note that analyzing a word, breaking it down into sounds, and determining their number has become accessible to the majority of children (92%). Thus, the hypothesis that speech therapy work on the formation of phonemic perception will also increase the level of development of sound analysis and synthesis skills in older preschoolers with level III SEN was confirmed
Consequently, it is precisely the shortcomings of phonemic perception that underlie the difficulties in developing the skills of sound analysis and synthesis.
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FORMATION OF SOUND ANALYSIS AND SYNTHESIS SKILLS
One of the directions in modern speech therapy is the formation of skills in sound analysis and synthesis. What is sound analysis? And why should these skills be developed by the start of school?
Analysis is the division of a whole into its component parts.
Sound analysis – division of the whole (the whole is the word) into its component parts (the components of the word are sounds). That is, sound analysis is the division of a word into the sounds of which it consists.
A violation of sound analysis is expressed in the fact that the child perceives a word globally, focusing only on its semantic side, and does not perceive the phonetic side, that is, the sequence of sounds of its components.
For example, an adult asks a child to name the sounds in the word JUICE, and the child answers: “orange, apple...and also Fanta!”
Why do we need sound analysis? You and I use it every day, because... sound analysis is at the core of the writing process.
When teaching both writing and reading, the initial process is the sound analysis of oral speech, that is, the mental division of a word into its constituent elements (sounds), establishing their quantity and sequence.
Before starting to write, the child needs to analyze the word, but already during writing, synthesis occurs, that is, a mental combination of sound elements into a single whole.
Thus, teaching writing is impossible without the formation of sound analysis. If the sound analysis is not formed or not fully formed, then children will write with errors, for example: instead of country - sana, tana, etc.
This is what sound analysis is all about. Now about sound synthesis. Synthesis is the combination of parts into a whole, and sound synthesis - combining sounds into words. Sound synthesis is at the core of the reading process.
To read a word means using a combination of individual letters that reflect the order of sounds in the word, synthesizing them so that they form a real, “living” word.Full synthesis is possible only on the basis of an analysis of the sound structure of words.
If synthesis is disrupted, the child is not able to form a word from a series of sounds. For example, to an adult’s question: - What word will you get if you combine the sounds K, O, R, M? The child answers ROMA.
If the formation of sound analysis and synthesis is impaired, letter-by-letter reading is possible, i.e. a letter is pronounced instead of a sound (not m, n, in, a me, no, ve ). Children read: am - ame, you are wey etc. Letter-by-letter reading is normally possible until the adult explains to the child how to read correctly, i.e. 1-2 lessons. But most children in the speech therapy group will not learn to read and write “correctly” without correctional work, because they have disorders of normal speech development.
Children with problems in speech development, who have impaired pronunciation of phonemes and their perception, especially experience difficulties in sound analysis and synthesis. They can be expressed to varying degrees: from mixing the order of individual sounds to a complete inability to determine the number, sequence or position of sounds in a word.
Reading for children who have preserved (even mildly expressed) speech impairments is characterized by:
Difficulties in merging sounds into syllables and words, mutual substitutions of phonetically or articulatory-close consonant sounds: whistling - hissing, hard - soft, voiced - deaf (helmet-kashka, help-help, chew-yawn);
Distortion of the syllabic structure of words ( recovered instead of crossed, operation instead of operating room, pulled out instead of pulled out),
Grammatical errors (the boat capsized with two friends),
Letter-by-letter reading (K, A, Sh, A),
Reading comprehension impairment
Reading pace is too slow
- “guessing reading”.
The writing of children whose general speech underdevelopment (for various reasons) has persisted is characterized by:
Replacement of sounds: whistling - hissing, voiced - deaf, soft - hard, etc.;
Distortion of the syllabic structure of words - rearrangements, omissions, addition of syllables, separate spelling of parts of a word and the merging of two words, indicating an unformed sound analysis;
Grammatical errors are shortcomings associated with the transfer of agrammatisms into written speech (incorrect use of prepositions and prefixes, case endings, agreements of various parts of speech, etc.).
Preparing for literacy- this is the formation of phonemic perception and skills of sound analysis and synthesis.
Phonemic awareness– the ability to distinguish the features and order of sounds in order to reproduce them in oral speech, and sound analysis - the ability to distinguish the same things, but to reproduce them in writing.
Why do we use symbols and not just letters? Letters are an abstract sign; they are in no way connected with sound. Some children with speech disorders have difficulty remembering them. And the symbol is associated with sound. The symbols of vowel sounds correspond to the position of the lips when pronouncing them; the symbols of consonant sounds represent a visual image of an object or object capable of producing the corresponding sound.
The formation of skills in sound analysis and synthesis is carried out in the sequence accepted in modern speech therapy:
highlighting the first vowel sound in words;
analysis and synthesis of combinations of two vowel sounds;
determining the last vowel sound in words;
determining the first and last vowel sound in words;
determining the presence or absence of sound in words;
determining the first consonant sound in words;
determining the last consonant sound in words;
identifying the vowel sound in the middle of monosyllabic words;
synthesis of monosyllabic words consisting of three sounds;
determining the position of a consonant sound in words;
determining the number of syllables in words;
synthesis of disyllabic words consisting of two open syllables.
Thus, mastering the skills of sound analysis and synthesis:
1. ensures readiness to master literacy;
2. helps prevent the occurrence of violations in written speech during school education.
