Sequence of work on the development of phonemic processes. Theoretical foundations for studying the problem of the formation of phonemic processes in preschool children with general speech underdevelopment

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

Chapter 1. Study of the theoretical foundations of the development of phonemic processes in children with ODD

1.1 The concept of phonemic hearing and its formation

1.2 The concept of phonemic processes in children with ODD

Conclusion for chapter 1

Conclusion on chapter 2

Conclusion

Bibliography

Applications

Introduction

L.F. studied general speech underdevelopment. Spirova, N.A. Nikashina, G.A. Kashe, A.V. Yastrebova, T.B. Filicheva, G.V. Chirkina , , , T.V. Tumanova, S.N. Sazonova and many others. They paid great importance the uniqueness of phonemic processes in children with general speech underdevelopment.

The immaturity of phonemic processes in children negatively affects the formation of sound pronunciation: children are characterized by the use of diffuse sounds of unstable articulation, numerous substitutions and mixtures with a relatively favorable state of structure and function articulatory apparatus. Phonemic perception is the most important stimulus for the formation of standardized pronunciation. With systematic work on the development of phonemic perception, children perceive and distinguish much better: endings of words, prefixes in words with the same root, suffixes, prepositions when consonant sounds are combined, etc. . Without sufficient development of phonemic perception, the formation of phonemic processes that are formed on its basis is impossible: the formation of full-fledged phonemic representations, phonemic analysis and synthesis. Thus, without long-term special exercises to develop the skills of sound analysis and synthesis, children do not master competent reading and writing. Children with phonemic awareness disorders do not cope well with the sound analysis of words in school, which leads to difficulties in reading and gross violations letters (omissions, rearrangement, replacement of letters) is the reason for their failure. Work on the development of phonemic awareness is of great importance for the acquisition of correct sound pronunciation and for the further successful education of the child at school.

Considering the increase in the number of children with speech disorders, including general speech underdevelopment, the topic I have chosen can be considered relevant, since it is necessary to develop directions for implementing a successful correction process.

Object: phonemic processes in children before school age with ONR.

Subject: the process of development of phonemic processes in preschool children with ODD.

Purpose: to identify the features of the development of phonemic processes in preschool children with ODD.

Based on analysis modern research determine the content of the concept “phonemic hearing”;

To characterize the features of the formation of phonemic hearing in preschoolers;

Consider the main directions for the development of phonemic processes in preschoolers with general speech underdevelopment;

To identify the level of development of phonemic processes in preschool children with general speech underdevelopment;

To determine the directions of correctional work on the development of phonemic processes in preschoolers with general speech underdevelopment;

To analyze the effectiveness of correctional work on the development of phonemic processes in preschool children with general speech underdevelopment.

Hypothesis: The process of forming phonemic processes in preschool children with general speech underdevelopment will be more successful if:

Select and systematize special games and exercises for the development of phonemic processes;

Conduct exercises and games to develop phonemic processes in accordance with the directions of correctional work.

The methodological basis of the study was the works of: Vygotsky L.S., Shvachkin N.Kh., Elkonin D.B., Spirova L.F., Zhukova, Mastyukova, Filicheva, Levina R.E. , Chirkina G.R., Nikashina N.A., Kashe G.A.

Research methods:

1. Study and analysis of scientific, methodological and educational literature on the research problem.

2. Experimental methods.

Practical significance: lies in the fact that the developed systematic games and exercises can be used in preschool teacher or a speech therapist in classes on the development of phonemic processes with preschoolers with OHP.

Research base: preschool educational institution No. 279 in Volgograd.

Chapter 1. Study of the theoretical foundations of the development of phonemic processes in children

1.1 The concept of phonemic processes

speech underdevelopment phonetic speech

For the first time, L. S. Vygotsky introduced the concept of “phoneme” and proved that it is the unit of development of child speech. A phoneme is not just a sound, but a meaningful sound. L.S. Vygotsky also paid attention to the perception of phonemes. He believed that “every phoneme is perceived and reproduced as a phoneme against the background of phonemes, i.e. the perception of a phoneme occurs only against the background of human speech.” The basic law of perception of phonemes is the law of perception of the sounding side of speech.

L.S. Vygotsky introduced the term “phonemic hearing,” which includes 3 speech operations: the ability to hear, this sound in a word or not, the ability to distinguish words that contain the same phonemes arranged in different sequences, the ability to distinguish words that sound similar but have different meanings.

In modern pedagogical, psychological and methodological literature, different terms are used to denote phonemic hearing: speech hearing, phonemic hearing, phonemic perception.

The term speech hearing refers to the ability to distinguish individual speech sounds in a speech stream, ensuring the understanding of words and their meanings. Without speech hearing, speech communication is impossible. Speech hearing begins to develop in children when they perceive the speech of others and when they speak it themselves. Speech hearing is a component of the linguistic sense. In connection with learning to read and write, the mechanism of speech hearing changes, as the skill is formed sound-letter analysis taking into account graphics rules native language. All this is connected with the need to navigate morphemic composition words and word formation. The methods of developing speech hearing are different: practice of listening and speaking; phonetic analysis and synthesis, etc. The term speech hearing is used in methodological literature on the Russian language and methods of speech development. In psychological research and speech therapy, speech hearing is called phonemic awareness.

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

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 negatively affects the development of children's sound pronunciation, inhibits and complicates the formation of sound analysis skills, without which full reading and writing are impossible. D.B. Elkonin defines phonemic perception as “hearing individual sounds in a word and the ability to analyze the sound form of words in their internal pronunciation.” Phonemic awareness is the first step in forward movement to mastering literacy. It is formed during the period from one year to four years.

According to R.E. Levina, N.Kh. Shvachkin, in the period from one to four years, the development of phonemic perception occurs in parallel with the mastery of the pronunciation side of speech. A.N. Gvozdev and N.I. Krasnogorsky notes that the peculiarity of sound transmission in initial period their assimilation is instability of articulation and pronunciation. But thanks to auditory control, the motor image of the sound is correlated, on the one hand, with the adult’s pronunciation (with the model), and on the other, with one’s own pronunciation. The distinction between these two images is the basis for improving the articulation and pronunciation of sounds by a child. Correct pronunciation occurs only when both samples match (D.B. Elkonin).

IN progressive development The child begins phonemic perception with auditory differentiation of distant sounds (vowels - consonants, voiced - deaf, hard - soft). So, the child begins with acoustic differentiation of sounds, then articulation is activated and, finally, the process of differentiation of consonants ends with acoustic discrimination (D.B. Elkonin, N.H. Shvachkin, S.N. Rzhevkin).

It is important that the development of phonemic awareness has a positive effect on the formation of the entire phonetic side speeches, including syllable structure words With systematic work on the development of phonemic hearing, children perceive and distinguish much better: endings of words, prefixes in words with the same root, common suffixes, prepositions when consonant sounds are combined, etc.

According to L.S. Tsvetkova, underdevelopment of phonemic analysis and synthesis leads to profound changes semantic structure language, and, above all, to a violation of the meaning and objective relevance of the word. Phonemic hearing, being one of the basic links of speech activity, provides other types of mental activity of the child: perceptual, cognitive, regulatory activities etc. As a result, according to many authors, the immaturity of phonemic perception is one of the first places among the reasons leading to educational maladjustment in school-age children, which manifests itself in the form of persistent phonemic dyslexia and acoustic dysgraphia.

From the child’s ability to analysis and synthesis speech sounds, i.e., correct pronunciation depends on a certain level of development of phonemic hearing, which ensures the perception of phonemes of a given language. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated and it becomes possible to isolate individual phonemes. In this case, primary forms of analytical-synthetic activity play an important role, thanks to which the child generalizes the characteristics of some phonemes and distinguishes them from others.

With the help of analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. Lack of analysis or 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. X. Shvachkin, G. M. Lyamina proved that it is necessary to develop more tall shapes phonemic hearing, in which children could divide words into their constituent sounds, establish the order of sounds in a word, i.e., analyze the sound structure of a word.

D. B. Elkonin called these special actions to analyze 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., the skills of analysis, comparison, synthesis and generalization of language material.

Levels of development of phonemic hearing in children:

1. Primary level. Phonemic perception is primarily impaired. The prerequisites for mastering sound analysis and the level of sound analysis activities are not sufficiently formed.

2. Secondary level. Phonemic perception is impaired for the second time. Speech kinesthesia disorders are observed due to anatomical and motor defects of the speech organs. Normal auditory-pronunciation interaction is disrupted - the most important mechanism for the development of pronunciation.

The level of development of children's phonemic hearing influences the mastery of sound analysis. The degree of underdevelopment of phonemic perception may vary.

1.2 Characteristics of phonemic processes in preschool children with ODD

In speech therapy how pedagogical science the concept of “general speech underdevelopment” is applied to this form of speech pathology in children with normal hearing and initially intact intelligence, when the formation of all components of speech is disrupted.

With general underdevelopment of speech, its late appearance, poor vocabulary, agrammatism, and defects in pronunciation and phoneme formation are noted. , . Let us consider violations of the formation of phonemic processes. A. R. Luria emphasizes that the highest category of phonemic hearing is the ability to identify sounds in a word and establish their sequence, formed under the influence of training.

Children with a disorder in the formation of phonemic processes experience general blurred speech, insufficient expressiveness and clarity. Phonemic disorders characterized by the absence or replacement of sounds.

In children of the first level of speech development, the phonemic aspect of speech is characterized by phonemic uncertainty. Phonemic development is in its infancy: the task of isolating individual sounds with such development of speech is incomprehensible and impossible. One of characteristic features the second level of speech development is insufficiency of phonemic perception, unpreparedness for mastering the skills of sound analysis and synthesis. In children of the third level of speech development, there is also a lack of phonemic processes. Phonemic underdevelopment of children in this group is manifested in the immaturity of the processes of differentiation of sounds. Underdevelopment of phonemic perception is noted when performing elementary actions of sound analysis - when recognizing a sound, coming up with a word for a given sound [;23].

Blurred, incomprehensible speech does not provide the opportunity for the formation of clear auditory perception and control. This further aggravates the violation of phonemic analysis of the structure of a word, since failure to distinguish between one’s own incorrect pronunciation and the pronunciation of others inhibits the process of phonemic perception of speech as a whole.

In case of violation of the phonemic aspect of speech in children with OHP, as noted by T.A. Tkachenko (1980), several conditions are identified:

insufficient discrimination and difficulty in analyzing only those sounds that are impaired in pronunciation (the mildest degree of underdevelopment);

impairment of sound analysis, insufficient discrimination large quantities sounds attributed to different phonetic groups when their articulation is formed in oral speech;

inability to distinguish sounds in a word, inability to isolate them from the word and determine the sequence (severe degree of underdevelopment).

In children with OHP, the perception of phonemes is characterized by the incompleteness of the processes of formation of articulation and perception of sounds, distinguished by subtle acoustic-articulatory features. The state of children's phonemic development influences the acquisition of sound analysis. In oral speech, the undifferentiation of phonemes leads to substitutions and mixtures of sounds. Based on acoustic-articulatory similarity, the following phonemes are usually mixed: paired voiced and voiceless consonants; labialized vowels; sonorous; whistling and hissing; Affricates are mixed both with each other and with any of their components. This state of development of the sound side of speech interferes with mastering the skills of analysis and synthesis of the sound composition of a word and often leads to a secondary (in relation to underdevelopment of oral speech) defect, reading and writing disorders.

According to L.F. Spirova (1957), the low level of phonemic perception in children with ODD is most clearly expressed in the following:

a) unclear differentiation by ear of phonemes in one’s own and someone else’s speech (primarily deaf - voiced, whistling - hissing, hard - soft, hissing - whistling - affricates, etc.);

b) lack of preparation for elementary forms of sound analysis and synthesis;

c) difficulty in analyzing the sound composition of speech.

Overcoming phonemic speech underdevelopment in preschool children with general speech underdevelopment is achieved through targeted speech therapy work for correction of the sound side of speech and phonemic underdevelopment.

Conclusions on the first chapter

Elkonin D.B. defined phonemic perception as “hearing individual sounds in a word and the ability to analyze the sound form of words in their internal pronunciation.” According to R.E. Levina, N.Kh. Shvachkin, in the period from one to four years, the development of phonemic perception occurs in parallel with the mastery of the pronunciation side of speech. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated and it becomes possible to isolate individual phonemes. In this case, primary forms of analytical-synthetic activity play an important role, thanks to which the child generalizes the characteristics of some phonemes and distinguishes them from others. It is important that the development of phonemic perception has a positive effect on the formation of the entire phonetic aspect of speech, including the syllabic structure of words. With systematic work on the development of phonemic hearing, children perceive and distinguish much better: endings of words, prefixes in words with the same root, common suffixes, prepositions when consonant sounds are combined, etc.

One of the characteristic features of the second level of speech development is the lack of phonemic perception, unpreparedness for mastering the skills of sound analysis and synthesis.

In children of the third level of speech development, there is also a lack of phonemic processes. Phonemic underdevelopment of children in this group is manifested in the immaturity of the processes of differentiation of sounds. Underdevelopment of phonemic perception is noted when performing elementary actions of sound analysis - when recognizing a sound, coming up with a word for a given sound. Blurred, incomprehensible speech does not provide the opportunity for the formation of clear auditory perception and control. This further aggravates the violation of phonemic analysis of the structure of a word, since failure to distinguish between one’s own incorrect pronunciation and the pronunciation of others inhibits the process of phonemic perception of speech as a whole.

In children with OHP, the perception of phonemes is characterized by the incompleteness of the processes of formation of articulation and perception of sounds, distinguished by subtle acoustic-articulatory features. The state of children's phonemic development influences the acquisition of sound analysis. In oral speech, the undifferentiation of phonemes leads to substitutions and mixtures of sounds. This state of development of the sound side of speech interferes with mastering the skills of analysis and synthesis of the sound composition of a word and often leads to a secondary (in relation to underdevelopment of oral speech) defect, reading and writing disorders.

It is important to overcome phonemic underdevelopment of speech through targeted speech therapy work.

Chapter 2. Experimental study development of phonemic processes in children with special needs development

2.1 Methods for studying the development of phonemic processes and their results

At the beginning of a practical study in the field of features of the development of phonemic processes in preschoolers with SLD, we organized a ascertaining stage.

We conducted a study of the formation of phonemic processes in preschool children in 2013. The study involved 10 children, six boys and four girls, attending the senior group of a kindergarten for children with speech disorders. The ascertaining experiment was carried out on the basis of the Municipal Educational Institution kindergarten correctional type № 279 Krasnoarmeysky district Volgograd. The group for the examination included children whose personal files contained a conclusion about the presence of general speech underdevelopment, level three speech underdevelopment(according to the classification of R. E. Levina).

The purpose of the examination was to identify the characteristics of phonemic processes in children with general speech underdevelopment.

The following tasks were set:

To select methods for diagnosing the level of development of phonemic processes in preschool children with general speech underdevelopment;

To select a criterion basis for analyzing and assessing the characteristics of the formation of phonemic processes in children 5-6 years old with general speech underdevelopment;

Create the necessary conditions for the examination;

Analyze the survey results.

To achieve this goal, we selected the following diagnostic methods:

1. Methodology for examining phonemic hearing by Arkhipova E.F.

The proposed system for examining phonemic hearing includes techniques traditional for speech therapy practice for assessing children's speech.

The system is of a test nature, the procedure for its implementation and the scoring system are standardized, which allows you to clearly present the picture of the defect and determine the severity of the phonemic hearing disorder. In the future, the system is convenient for tracking the dynamics of the development of a child’s phonemic hearing and the effectiveness of correctional interventions.

4) differentiation of syllables;

5) differentiation of phonemes;

Criteria for evaluation:

1. Recognition of non-speech sounds

Goal: To identify children’s ability to recognize non-speech sounds.

1. Instructions: “Listen carefully and say or show what it sounds like.”

Children are asked to determine by ear which instrument sounds: tambourine, rattle, bell.

2. Instructions: “Listen carefully and determine what sounded.”

Car horn

The ringing of a bell

Pouring water

Beating the tambourine

3. Instructions: “Tell or show.”

What's making noise?

What's buzzing?

Who's laughing?

What does it sound like?

What's rustling?

For research, the speech therapist offers games with musical instruments, different types boxes (metal, plastic, wood, glass), when tapped on, you can hear different sounds; the child is also shown objects familiar to him (pencil, scissors, a cup of water and an empty cup, paper), and without visual support the child is asked to determine what he will hear and talk about the adult’s actions as fully as possible.

4. Instructions: “I will hide the toy, and you will look for it. If you are close, the drum will play loudly, if you are far away, it will play quietly.”

5. Instructions: “I will cover the hares, and you guess which hare played the drum. The big hare’s drum plays loudly, but the little hare’s drum plays quietly.”

6. Instructions: “Look at the toys and remember how they sound. Now I’ll close them, and you guess which toy made the sound.”

Purpose: To study children’s ability to distinguish between the pitch, strength, and timbre of voices based on material identical sounds, combinations of words and phrases.

1. Instructions: “Turn around and guess which of the children called you.”

The child is called by name - 4 times (each time a different person).

They say the short [ay] 4 times (each time to a different person).

2. Instructions: “Listen carefully and guess who is screaming like that, pick up the right picture”:

Cat - kitten; meow (low) meow (high)

Pig - piglet; oink (low) oink (high)

Goat - kid; me (low) me (high)

Cow - calf mu (low) mu (high)

The speech therapist distributes pictures to children with images of animals - adults and cubs. Children, focusing on the nature of onomatopoeia and at the same time on the pitch of their voice, should raise the corresponding pictures. Each onomatopoeia sounds either in a low or in a high voice.

3. Instructions: “Listen to how the kittens meow, the white one is close, and the black one is far away.” (The speech therapist behind the screen imitates voices.) “Tell me, show me which kitten is close and which one is far away?”

Meow (loud) - white;

Meow (quietly) - black.

4. Instructions: “Listen to the dog and puppy barking. (The speech therapist behind the screen imitates the voices of animals.) Show me, tell me who barked.”

Av (low) - dog;

Av (high) - puppy.

5. Instructions: “Listen and guess which bear from the fairy tale “The Three Bears” is speaking.” The speech therapist pronounces phrases either in a very low, then in medium pitch, or in a high voice.

Who slept on my bed? (low)

Who ate from my bowl? (average)

Who was sitting in my chair? (high)

These tests make it possible to determine how much a child distinguishes identical sound complexes that differ in voice strength, pitch, character, timbre and emotional coloring.

3. Distinguishing words that are similar in sound composition

Goal: Studying the skills of distinguishing words that are similar in sound composition.

1. Instructions: “If I name the picture incorrectly, clap your hands, if I name the picture correctly, don’t clap”:

hat, slyapa, shyapa, flyapa, hat;

baman, panan, banana, wavan, bavan;

tanks, funky, shanks, tanks, syanks;

vitanin, mitavin, phytamine, vitamin;

paper, tumaga, pumaga, paper, paper, bubaka;

album, aibom, yanbom, almom, alny;

chick, chick, chick, tint, chick, chick;

kvekta, kvetka, cell, kletta, tletka

The speech therapist shows the children a picture and clearly names the image. Children, guided by the picture, must identify a sample by ear from a number of distorted versions of a given word.

2. Instructions: “Show me where, for example, the bow is the hatch.”

(The study is carried out using pictures of quasi-homonym words.)

[p - b, p" - b"]: kidney - barrel, arable land - tower, port - board, saw - beat;

[t - d, t" - d"]: wheelbarrow - dacha, melancholy - board, pillow - tub, mud - Dina;

[k - g, k" - g"]: class - eye, bark - mountain, tracing paper - pebbles, whale - guide, mole - grotto;

[f - v]: Fanya - Vanya, owl - sofa;

[l - v, l" - v"]: gloss - wax, boat - vodka, lenok - wreath;

[l - i, l " - th]: jackdaw - nut, table - stop, pebble - nut; "

[r - l]: horns - spoons;

: rose - vine, temple - trash, turnip - modeling, marina - raspberry;

[s - z]: soup - tooth, cod - bunny, dew - roses, scythe - goat;

[s - c]: light - color, fox - faces;

[w - w]: ball - heat, Lusha - puddle;

[h - sh]: bangs - crack, crying - cloak, daughter - rain;

[h - w]: chock - Shurka, hummock - cat;

[h - t"]: bangs - heifer, stove - Petka, river - radish;

[s - w]: helmet - kashka, cape - mouse, mustache - already;

[s - f]: bough - beetle, cheese - fat, mustache - ears;

[s - sch]: forest - bream, plus - ivy;

[s - h]: cod - seagull, nose - night;

[h - f]: rose - mug, luza - puddle;

[m - m"]: Bear - mouse;

[l - l"]: ate - spruce, Julia - yula.

This technique reveals pronounced deficiencies in phonemic hearing.

Note: words that are semantically complex are used for examination only after their meaning has been clarified and their presence in passive speech. Are used different ways semantization:

1. Visually effective method - explain words by showing an image of an object or action.

2. Verbal-contextual method - explain with the help of synonyms, phrases, in sentences.

3. Mixed method - explained by showing pictures and including the word in a context accessible to the age of the children.

3. Instructions: “Are the words the same or different? Explain their meaning."

Shadow - day, fishing rod - duck, mouse - bear, scythe - goat, daughter - dot, puppy - son, cancer - varnish.

4. Instructions: “Look at the pictures. I will name them, and you arrange these pictures in the order in which I will name them.”

Lexical material: poppy, crayfish, tank, varnish, juice, bough, house, lump, scrap, catfish, goat, scythe, puddles, skis.

5. Instructions: “Look at the pictures on your desk and on the board. You must match your picture with the one whose name sounds similar.”

Subject pictures: lump, house, bough, bow, branch, cage, skating rink, scarf, slide, crust.

These tests reveal insufficiency of acoustic analysis, weakness of auditory-verbal memory, as well as difficulties in semantic differentiation of words.

4. Syllable differentiation

Purpose: To determine the ability to differentiate sounds by opposition: sonority - deafness, hardness - softness, whistling - hissing, etc.

1. Instructions: “Show the circle when you hear a new syllable.”

na-na-na-pa

ka-ka-ha-ka

2. Instructions: “Listen to the syllables and tell me which one is extra.”

Lexical material: na-na-na-pa; pa-ba-pa-pa; ka-ka-ha-ka.

3. Instructions: “Listen carefully and repeat the syllables after me as accurately as possible.”

Note: 1. They offer syllables that use sounds that are correctly pronounced and automated in the child’s speech.

2. If the task of reproducing a series of three syllables is inaccessible to the child or it causes significant difficulties, which may be associated with a decrease in auditory memory by a series, then tasks consisting of two syllables can be offered. Special attention attention should be paid to perseveration when the child cannot switch from one sound to another.

4. Instructions: “When I name the same syllables, you will clap, if they are different, then you will stomp.”

Lexical material: pa-da, pa-pa, ka-ga, ga-ga, fa-va.

5. Differentiation of phonemes

Objectives: 1. Study of phoneme differentiation skills.

2. Checking readiness for the formation of sound analysis.

I. Instructions: “I will make a sound, and you pick up the desired picture.”

Children, relying on the presented sample (the train is humming - ooh-ooh, the girl is crying - a-a-a, the bird is singing - e-e-e, the cow is mooing - mmm, the hammer is knocking - t-t- t, the wind howls - v-v-v, etc.) must pick up the corresponding pictures, which the speech therapist distributes in advance.

2. Instructions: “Clap when you hear the sound “A.” The speech therapist pronounces a group of vowel sounds - [a, o, u, i, s, a, e].

3. Instructions: “Raise the red circle when you hear the sound A.”

(Green circle - sound [i], yellow circle - sound [y].)

The speech therapist repeats a group of vowel sounds - [a, u, i, s, a, e, and; a, y, and, y, a, and, and, a, y, and].

4. Instructions: “Clap when you hear the sound “m.” The speech therapist pronounces a group of consonant sounds - [n, p, m, t, k, m, n, k].

5. Instructions: “Listen carefully and repeat after me”:

Ao, ua, ai, io

Aiu, iao, uao, oii

Aoui, ioui, ioui, aoiu

This task allows you to assess both the serial organization of speech movements and the characteristics of phonemic hearing.

6. Instructions: “Raise your hand if you hear a sound.”

Discrimination of the sound under study among other speech sounds.

[w]: [s, w, c, h, w, sh];

[sch]: [w, s", sch, h, c, sch];

[ts]: [t, s", ts, t", w, ts];

[h]: [h, w, t", h, s", h];

[s]: [s, s", w, c, s, h].

6. Basic sound analysis skills

Goal: Study of skills in performing elementary sound analysis.

1. Instructions: “Place as many circles as I made sounds”:

2. Instructions: “Put a circle on the table when you hear the sound “m” (mooing of a calf); put a triangle when you hear the sound “r” (motor)”: mouse, mosquito, board, window, frame, house, fish, firewood, table, ball.

3. Instructions: “Raise a circle when you hear the sound “a” in a word, raise a square when you hear the sound “o”, raise a triangle when you hear the sound “u”: Anya, stork, wasps, duck, Olya, Inna, street .

4. Instructions: “As many sounds as I name, you will make as many circles”: a, aui, iua, aui.

5. Instructions: “Arrange the pictures into two piles. In one there are words that end with the sound “t”, and in the other - with the sound “k”.

Subject pictures: broom, tank, mouth, umbrella, whip, spider.

6. Instructions: “I will show and name the picture, not in its entirety, and you will pronounce this word in its entirety.”

Subject pictures: broom, tank, mouth, cat, spider, juice, plane, hippopotamus.

7. Instructions: “Name the first sound in the word”:

8. Instructions: “Come up with 2 words for the sounds: “a, u, and.”

9. Instructions: “Name the first sound in the word”:

10. Instructions: “Name the first and last sounds in the word”:

Quantitative data analysis obtained as a result of methodology No. 1 is presented in table No. 2.1

Table 2.1

Quantitative indicators of the examination of phonemic processes using the method of Arkhipova E.F. before correctional work

F.I. baby
Andrey O.





Kirill O.

Sergey A.

2. Methodology for examining preschool children with FFND Khlebnikova T.S., Shirikova O.A.

Title: Methodology for examining preschool children with FFDD

The technique includes:

Sound Analysis Status:

Phonemic awareness state

Differentiation of sounds at the syllable level

Ba-ba-ba __________________

Yes, yes, yes __________________

Ha-ka-ga __________________

For-sa-for ___________________

Zha-sha-zha _________________

Sa-sha-sa __________________

Sa-tsa-sa ___________________

Cha-cha-cha ___________________

Right now __________________

La-ra-la ___________________

Differentiation of sounds at the word level

Cat - year ___________________

House - volume __________________

Dot - daughter _______________

Kidney - barrel _______________

Goat - braid _________________

Teddy bear - bowl______________

Bangs - slit _______________

Varnish - cancer ___________________

Differentiation of sounds at the phrase level

: Sima has a plane________________________________

[z-z"]: Zina has an umbrella__________________________________________

[s-z]: Sanya has a castle__________________________________________

[ss]: In the garden near the porch there is a hen with chicks___________

[hh]: I’m cleaning the puppy with a brush___________________________

[h-s]: The girl has a new net___________________________

[ss]: The fox has a fluffy tail__________________________

[s-f]: There’s a big car in the garage_______________________

[f-h]: Zhenya has a toothache______________________________

[r-l]: Raya bought red nail polish__________________________

Sound Analysis Status

Isolating the initial stressed vowel in a word

Aster___________

Autumn___________

Fishing rod__________

Needles____________

Highlighting a vowel at the end of a word

Cat___________

Mushrooms___________

Bucket___________

Kangaroo_________

Highlighting a vowel in the middle of a word

Poppy_____________

House_____________

Soup _____________

Smoke_____________

Isolating the final consonant in a word

Cat ______________

Catfish ______________

Poppy ______________

Syrup ____________

Isolating the initial consonant in a word

Porridge_____________

Slippers_____________

Jar_____________

Hand______________

Criteria for evaluation:

4 points - accurate completion of the task;

3 points - makes minor mistakes;

2 points - completed 0.5 tasks correctly;

1 point - more than 0.5 of the task was completed incorrectly;

0 points - refusal or failure to complete the task.

We classified 7 people as the average level.

TO low level we carried 3 people.

The quantitative analysis obtained as a result of method No. 2 is presented in table No. 2.2

Table 2.2

Quantitative indicators of the examination of phonemic processes according to the method of T.S. Khlebnikova, O. A. Shirikova before correctional work

F.I. baby
Andrey O.





Kirill O.

Sergey A.

Thus, in the whole group there are 70% of children with an average level, since the children made minor mistakes in some tasks, 30% with a low level, since most of the tasks were half completed.

Quantitative data analysis obtained as a result of two methods (method No. 1, method No. 2) is presented in table No. 2.3

Table 2.3

Quantitative indicators of examination of phonemic processes using methods: No. 1, No. 2 before correctional work

Child's name	Method No. 1	Method No. 2	Final level
Andrey O.





Kirill O.

Sergey A.

We classified 7 people as the average level.

We classified 3 people as low level.

A qualitative analysis of the conducted ascertaining experiment shows that the most difficulties were caused by tasks on the differentiation of syllables and phonemes; difficulties also arose when studying the skills of elementary sound analysis. The fewest errors were made when performing tasks on distinguishing pitch, strength, timbre of voice and recognizing non-speech sounds.

All this indicates an insufficient level of development of phonemic processes in children with ODD, which confirms the need for correctional work with them.

The second stage of the experiment, formative, was aimed at organizing correctional and speech therapy work on the formation of phonemic processes in preschoolers with ODD in play activities. We have outlined the following stages of correctional work to develop children’s ability to differentiate phonemes:

1) recognition of non-speech sounds;

2) distinguishing identical words, phrases, sound complexes and sounds by pitch, strength and timbre of the voice;

3) distinguishing words that are similar in sound composition;

4) differentiation of syllables;

5) differentiation of phonemes;

6) development of elementary sound analysis.

At the first stage, through special games and exercises, children develop the ability to recognize and distinguish non-speech sounds. These activities also contribute to the development of auditory attention and auditory memory (without which it is impossible to successfully teach children to differentiate phonemes). Let's give an example of an exercise.

The speech therapist asks the child to listen carefully and remember the sound of sounding objects (tambourine, bell, rattle). Then the child is asked to determine by ear only, without visual support (he turns away or the toys are covered with a screen), what sounds. The name of each sounding object is pronounced. The number of toys increases gradually, from three to five.

During the second stage, preschoolers are taught to distinguish the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations and words. Serves these purposes whole line games. Let's give examples.

1. Children take turns calling the name of the driver (standing with his back to them). The driver identifies and shows by ear who called him. Then the game becomes more complicated: all the children call the driver (“Ay!”), and he guesses who called him.

2. The speech therapist shows the children a toy kitten and asks them to listen carefully and remember how it meows when it is close (loud), and how it meows when it is far away (quiet). Then he says “Meow”, changing the strength of his voice, and the children guess whether the kitten is meowing close or far away. Then the children meow at the teacher’s signal: “close” or “far.”

At the third stage, children must learn to distinguish words that are similar in sound composition. Examples of games:

1. The speech therapist shows the children a picture and loudly and clearly calls the image: “Wagon.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. When I make a mistake, you clap your hands.” Then he says: “Wagon - wagon - wagon - wagon - fakon - wagon”, etc. Then the speech therapist shows the following picture or just a blank piece of paper and calls: “Paper - pumaga - tumaga - pumaka - paper.” Etc. When children hear a word spoken incorrectly by a speech therapist, they should clap their hands. It must be emphasized that you need to start with words that are simple in sound composition and gradually move on to complex ones.

2. The speech therapist puts pictures on a typesetting canvas, the names of which sound very similar, for example: cancer, varnish, poppy, tank, juice, bough, house, lump, crowbar, catfish, goat, scythe, puddles, skis, etc. Then he names 3-4 words, and the children select the corresponding pictures and arrange them on the typesetting canvas in the named order (in one line or in a column - depending on the speech therapist’s instructions).

At the fourth stage, children are taught to distinguish syllables. It is advisable to start this work with such games.

1. The speech therapist pronounces several syllables, for example na-na-na-pa. Children determine what is superfluous here (pa). Then the syllable series become more complex, for example na-no-na; ka-ka-ga-ka; pa-ba-pa-pa, etc.

2. The speech therapist calls the driver and speaks a syllable in his ear, for example pa. The child repeats it out loud. Then the speech therapist names either the same syllable or the oppositional one. It should look something like this: Child. Pa. Speech therapist. Pa. Child. Pa. Speech therapist. Bah. Child. Ka. Speech therapist. Ga. Child. F. Speech therapist. Va. Etc.

Every time, after the driver and speech therapist pronounce the next syllable (syllables), the children indicate whether they are the same or different. In order for the speech therapist to control the reaction of each child, he suggests raising a red circle for identical syllables, sitting silently for different syllables, or raising a red circle for different syllables, and a green circle for identical syllables.

At the fifth stage, children learn to distinguish phonemes of their native language. You should definitely start with differentiating vowel sounds, for example with this game.

The speech therapist hands out pictures to the children depicting a train, a girl, a bird and explains: “The train is humming oo-oo-oo-oo, the girl is crying a-a-a-a; the bird sings and-and-and-and.” Next, he pronounces each sound for a long time (a-a-a-a, u-u-u-u, i-i-i-i), and the children pick up the corresponding pictures.

Then the game gets more difficult. Game options:

1) the speech therapist pronounces sounds briefly;

2) children are given circles of three colors instead of pictures, they explain that the red circle corresponds, for example, to the sound a, yellow to the sound i, green to the sound y;

3) in a series of vowels a, u, and include other sounds, for example o, ы, a, to which children should not react.

Work on the differentiation of consonant phonemes is carried out in a similar way.

The task of the last, sixth, stage of classes is to develop children's skills in elementary sound analysis.

This work begins with preschoolers being taught to determine the number of syllables in a word and to clap two- and three-syllable words. The speech therapist should explain and show children how to clap words of varying complexity, how to highlight stressed syllable.

1. Children are given several circles of the same color. The speech therapist pronounces one, two or three vowel sounds, for example a, ay, uoy, etc. Children put as many circles on their tables as the sounds the speech therapist pronounced.

2. Children have three mugs on their tables. different colors, for example red, yellow, green. The speech therapist agrees with the children that the red circle denotes the sound a, yellow - the sound y, green - the sound i. Then he pronounces combinations of these sounds - first two sounds: ay, yu, ya, ai, then three: aui, aiu, ucha, uai, iua, iau. Children place mugs on tables in certain combinations and in in the right order. All other vowel sounds are analyzed in approximately the same way.

Then they begin to analyze consonant sounds. In this case, a certain sequence must be observed: first, the child is taught to highlight the last consonant sound in a word. (It should be noted that voiceless plosive consonants are easiest for children.) For this purpose, the following exercise is carried out (Appendix No. 1).

2.3 The effectiveness of correctional work on the development of phonemic processes in children with special needs development

To analyze the effectiveness of correctional work on the development of phonemic processes in preschoolers with general speech underdevelopment, repeated diagnostics were carried out.

Purpose: to identify the level of formation of phonemic processes in preschoolers with ODD after the implementation of areas of correctional work.

After implementing the directions of corrective work, the same methods were carried out as in paragraph 2.1:

1. Methodology for examining phonemic hearing by Arkhipova E.F.

Title: Phonemic Hearing Screening System

Goal: to identify the level of development of children’s phonemic hearing.

The system includes the following samples.

1) recognition of non-speech sounds;

3) distinguishing words that are similar in sound composition;

4) differentiation of syllables;

5) differentiation of phonemes;

6) basic sound analysis skills.

Criteria for evaluation:

4 points - accurate completion of the task;

3 points - makes minor mistakes;

2 points - completed 0.5 tasks correctly;

1 point - more than 0.5 of the task was completed incorrectly;

0 points - refusal or failure to complete the task.

Quantitative data analysis obtained as a result of methodology No. 1 is presented in table No. 2.4

Table 2.4

Quantitative indicators of the examination of phonemic processes using the method of Arkhipova E.F. after correctional work

F.I. baby
Andrey O.





Kirill O.

Sergey A.

Thus, after repeating the technique, in the whole group there are 50% of children with an average level, since the children made some mistakes, but they were not gross, 50% of children with a high level, since the children did not make mistakes in most tasks.

2. Methodology for examining preschool children with FFND Khlebnikova T.S., Shirikova O.A.

Title: Methodology for examining preschool children with FFND Khlebnikova T.S., Shirikova O.A.

Goal: to identify the level of development of phonemic processes in children.

Phonemic awareness state:

1) Differentiation of sounds at the syllable level;

2) Differentiation of sounds at the word level;

3) Differentiation of sounds at the phrase level;

Sound Analysis Status:

4) Isolating the initial stressed vowel in a word;

5) Highlighting the vowel at the end of the word;

6) Highlighting a vowel in the middle of a word;

7) Isolating the final consonant in a word;

8) Highlighting the initial consonant in a word;

Criteria for evaluation:

4 points - accurate completion of the task;

3 points - makes minor mistakes;

2 points - completed 0.5 tasks correctly;

1 point - more than 0.5 of the task was completed incorrectly;

0 points - refusal or failure to complete the task.

Quantitative data analysis obtained as a result of methodology No. 2 is presented in table No. 2.5

Table 2.5

Quantitative indicators of the examination of phonemic processes using the method of T.S. Khlebnikova, O.A. Shirikova after correctional work

F.I. baby
Andrey O.





Kirill O.

Sergey A.

Thus, after repeating the technique, in the whole group there are 40% of children with an average level, since the children made some mistakes, but they were not gross, 60% of children with a high level, since the children did not make mistakes in most tasks.

The results of the ascertaining stage of the experiment after correctional work are presented in Table 2.6

Table 2.6

Quantitative indicators of the examination of phonemic processes using methods: No. 1, No. 2 after correctional work

Child's name	Method No. 1	Method No. 2	Final level
Andrey O.


			above average


Kirill O.
			above average
Sergey A.
			above average

Thus, after repeated diagnostics, the level of formation of phonemic processes in preschoolers with general speech underdevelopment increased - 30% with an average level and 70% with a high level.

Conclusions on the second chapter

In order to identify the features of the development of phonemic processes in preschoolers with ODD, we conducted a survey of ten preschoolers at the municipal educational institution correctional kindergarten No. 279 of the Krasnoarmeisky district of Volgograd.

The examination was carried out using the following methods: Methodology for examining phonemic hearing by Arkhipova E.F., which included tests such as recognition of non-speech sounds, discrimination of pitch, strength, timbre of the voice, discrimination of words similar in sound composition, differentiation of syllables, differentiation of phonemes, skills elementary sound analysis, Methodology for examining preschool children with FFND Khlebnikova T.S., Shirikova O.A.

During the study, before correctional work on the development of phonemic processes, 30% of the subjects showed a low result, since errors were made when performing some tasks, and the children completed several tasks halfway. 70% of the subjects showed average result, since the children made minor mistakes when completing tasks. The most difficulties were caused by tasks on the differentiation of syllables and phonemes; difficulties also arose when studying the skills of elementary sound analysis. The fewest errors were made when performing tasks on distinguishing pitch, strength, timbre of voice and recognizing non-speech sounds.

The result of the study after corrective work on the development of phonemic processes showed that 30% of the subjects showed an average result, since errors were made when performing some tasks. 70% of the subjects showed high results, since the children made practically no mistakes when completing the tasks. Thus, we see that after carrying out correctional speech therapy work on the development of phonemic processes, it gave visible results.

Conclusion

Phonemic perception was defined by D. B. Elkonin as “hearing individual sounds in a word and the ability to analyze the sound form of words in their internal pronunciation.” According to R.E. Levina, N.Kh. Shvachkin, in the period from one to four years, the development of phonemic perception occurs in parallel with the mastery of the pronunciation side of speech. Phonemic perception of speech sounds occurs during the interaction of auditory and kinesthetic stimuli entering the cortex. Gradually, these stimuli are differentiated and it becomes possible to isolate individual phonemes. In this case, primary forms of analytical-synthetic activity play an important role, thanks to which the child generalizes the characteristics of some phonemes and distinguishes them from others. It is important that the development of phonemic perception has a positive effect on the formation of the entire phonetic aspect of speech, including the syllabic structure of words. With systematic work on the development of phonemic hearing, children perceive and distinguish much better: endings of words, prefixes in words with the same root, common suffixes, prepositions when consonant sounds are combined, etc.

Download:

Preview:

To use presentation previews, create a Google account and log in to it: https://accounts.google.com

Slide captions:

Methodology for the formation of phonemic processes in preschoolers aged 5-7 years through a system of special games and game exercises Teacher speech therapist Highest category MKOU "Fornosovskaya Secondary School" Dubinina Tatyana Alekseevna

GOAL: formation of phonetic-phonemic perception and skills of elementary linguistic analysis of words OBJECTIVES: Development of general orientation in the sound system of the Russian language in preschoolers; Introduction of concepts about the distinctive role of sound, its main qualitative characteristics. Formation of skills of elementary language analysis and synthesis of words.

PHONEMATIC PROCESSES ARE: phonemic hearing; phonemic awareness; phonemic representations.

PHONEMATIC HEARING - the ability to hear whether a given sound (phoneme) is in a word or not; the ability to distinguish words that contain the same phonemes arranged in different sequences; the ability to distinguish words that sound similar but have different meanings.

PHONEMATIC PERCEPTION - the ability to determine the linear sequence of sounds in a word; the ability to determine the position of a sound in a word in relation to its beginning, middle or end; awareness or counting the number of sounds in a word.

PHONEMATIC REPRESENTATIONS are images of the sound shells of words preserved in the mind, which were formed on the basis of the perceptions of these words that preceded them.

STAGES OF DEVELOPMENT OF PHONEMATIC PERCEPTION Development of non-speech hearing; Development of speech hearing; Development of skills in elementary language analysis and word synthesis.

Stage I Goal: Development of non-speech hearing Objectives: Develop the ability to recognize and distinguish non-speech sounds; Develop auditory attention and auditory memory.

Suggested games: “What did it sound like?” “Where did it sound?” (individual) “Bell” “Clap like me!” (individually) “Woodpecker” (individually)

“WHAT SOUNDS?” The speech therapist shows the child musical instruments, demonstrating their sound. Then a special blindfold is put on the child’s eyes. The speech therapist makes sounds, and the child says what it sounded like.

“WHERE DID IT SOUNDS?” Used in individual lessons. The child sits with his eyes closed, and the speech therapist rings a bell on the right, left, behind, in front, above the child’s head. The child points with his hand in the direction where the sound comes from.

“BELL” Children stand in a circle. The “driver” with his eyes closed is in the center of the circle. The children take turns ringing the bell. The “driver” must guess and show which of the children is ringing the bell.

“CLAM LIKE ME!”

“WOODPECKER” The speech therapist taps out various rhythms with a pencil (I II III, II I II, etc.), and the child repeats after him.

Stage II Goal: Development of speech hearing Objectives: Develop the ability to distinguish identical words, sound complexes and sounds by pitch, strength and timbre of the voice; Develop the ability to distinguish words that are similar in sound composition; Differentiation of syllables and phonemes.

Games to develop the ability to distinguish identical words, sound complexes and sounds by height, strength and timbre of the voice “Far - close” “Big - medium - small” “Adult or cub?” "Telephone"

"FAR CLOSE"

“BIG – MEDIUM – SMALL” The speech therapist lays out in front of a child of three bears (pictures); large, medium and small. Then he tells L. Tolstoy’s fairy tale “The Three Bears” in an abbreviated version, pronouncing lines and onomatopoeia, sometimes in a very low, sometimes medium-high, sometimes high voice. The child guesses which of the bears is “speaking.”

“Adult or cub?” Children are given pictures with images of domestic animals - adults and young ones: a cow and a calf, a horse and a foal, a pig and a piglet, etc. The speech therapist pronounces onomatopoeia to the voices of animals in either a low or high voice. Children should, focusing on the nature of onomatopoeia and at the same time on the pitch of the voice, show the corresponding pictures.

“TELEPHONE” The speech therapist quietly says a word “in the ear” (on a lexical topic) to the first child, and he whispers this word in the ear of the next, etc. The last child says the word out loud.

Games for distinguishing words that are similar in sound composition “Red - green” “Chain” “Pick up a picture” “Which word is the odd one out?” “The shortest word” “The most long word""Give me a word!"

“RED - GREEN” The speech therapist shows an object picture, loudly and clearly naming the image: “BANANA”, and then clearly pronounces the sound combinations: “BANANA, BAMAN, PAMAN, BANANA, VAVAN, PANAM.” If the child hears the correct name of what is shown in the picture, then he should raise a green flag, and if it is incorrect, he should raise a red flag.

“CHAIN” The child is asked to repeat similar words in the named order (first two, then three): Note: When reproducing words, knowledge of concepts is not necessary. The peculiarity of the selection of words is that they are similar in sound composition and do not contain difficult to pronounce sounds. POPPY – BAK TOK – TUK BULL – SIDE HOUSE – SMOKE LOOM – CATFISH HICK – ROLLER – FLOW LOAD – BUD – CONCRETE WATER – BRANCH – CAP

“PICK UP A PICTURE” The speech therapist lays out pictures on the table in one line, pronouncing their names: “Yula, house, cat.” Then he gives the child a picture: saw, spoon, catfish. The child must place each picture under the one whose name sounds similar.

“Which word is missing?” Of the four words clearly pronounced by the speech therapist, the children must name the one that differs from the rest: COM - COM - CAT - COM SCREW - SCREW - BOARD - SCREW BOOTH - LETTER - BOOTH - BOOTH DITTLE - DITTLE - COCOA - DITTLE

“THE SHORTEST WORD” The speech therapist says three words, and the children say which word is the shortest. BUILDER - CARPENTER - ICICLE HOUSE - MAY - SPRING DAUGHTER - DAUGHTER - DAUGHTER

“THE LONGEST WORD” The speech therapist pronounces a chain of words, and the children listen to the longest word. EXCAVATOR – CRANE – TRACTOR ONION – TOMATO – PUMPKIN BEAR – HEDGEHOG – FOX

“GIVE A WORD” The speech therapist pronounces a quatrain on a lexical topic without finishing the last word. Children must say this word. “Without accelerating, it takes off into the air, Reminds me of a Dragonfly, The rotorcraft takes flight... (helicopter).”

Games for differentiating syllables and phonemes “Name the syllables in order” “Butterflies” “Girls – vowels” “Boys – consonants” “Flags” “Earphone – bell”

“Name the syllables in order.” The speech therapist pronounces the word, the children say: which syllable is the 1st, which is the 2nd. For example: GARDENS - 1st syllable SA, 2nd syllable DY. First, words of 2 syllables are taken (WATER, FIELD, MOON, MORNING, SKY, SPACE...). Pronouncing words syllable by syllable, children clap their hands for each syllable.

“BUTTERFLIES” The speech therapist invites the child to place red butterflies on a daisy. Red butterflies are vowel sounds: [a, o, u, i, y, e]. The speech therapist pronounces different sounds, and the child places the butterfly on the daisy only when he hears a vowel sound.

“GIRLS ARE VOWELS” In front of the child there are pictures depicting girls in red dresses, the lips of each girl have a certain articulation, above the head - graphic image vowel sound. The speech therapist pronounces vowel sounds, and the child shows the corresponding girl.

“Boys are consonants” Hard sounds wear clothes of blue color and live in blue house, and soft ones - clothes Green colour and live in a green house. Voiced sounds “wear” a bell on the head when we pronounce them - the neck “rings”. Muffled sounds are “worn” by headphones; they hear nothing.

“FLAGS” The speech therapist calls the sound. The child, determining what kind of sound it is: a vowel, a soft consonant or a hard consonant, raises a flag of the corresponding color.

“Earphone - bell” The child, naming the picture, determines whether the first consonant is voiced or voiceless. If the first sound is dull, then the picture should be placed under the “earphone”, and if it is voiced, then under the “bell”.

Stage III Goal: Development of skills in elementary language analysis and synthesis of words Tasks: Determine the number of syllables in words of varying complexity; Identify the first and last sound in a word; Determine the place, quantity, sequence of sounds in a word; Develop phonemic awareness.

Games to determine the number of syllables in words of varying complexity “Bounce the syllables with a ball” “Steam locomotive and carriages” “Caterpillar” “Cloud and umbrella”

“Beat the syllables with a ball.” The speech therapist says the word within the framework of the lexical topic. The child, hitting the ball on the floor, divides the word into parts.

“Steam locomotive and carriages” The steam locomotive is carrying a picture. The child names the picture, then divides the word into syllables, attaching as many trailers to the locomotive as there are syllables in the given word.

“CATERPILLAR” The speech therapist shows a caterpillar consisting of parts; you need to use it to show how many syllables there are in a word. If the word has 1 syllable, then 1 part is added to the head of the caterpillar, if there are 2 syllables - 2 parts, etc.

“CLOUD AND UMBRELLA” There is a picture on the cloud. The child names the picture and, using droplets falling on the umbrella, shows the number of syllables in a given word.

Games to identify the first and last sound in the word “Fishing” “Sound people” “Plates” “Caps” “Two-story house”

“FISHING” Using a fishing rod, the child “catches” pictures from the aquarium. According to the speech therapist's instructions, you need to isolate the last sound from the word. Pictures: bow, tank, spider, beetle, broom, cat, whale, mole, raft, soup.

“SOUND PEOPLE” The speech therapist puts 3 sounds on the table - eggs, each has a blue, green or red cap on his head. We need to give pictures to the sound people.

“PLATES” There are three plates on the table: green, blue and red. The child distributes the pictures. The color of the plate characterizes the first sound of the word.

“CAPS” A child in a green cap indicates a soft consonant sound, in a blue cap a hard consonant, and in a red cap a vowel sound. The speech therapist shows the children pictures, asking: “Whose picture is this?” The child in the green cap replies: “This is my picture, because the word “bicycle” has the first sound [in ’].”

“TWO-STOREY HOUSE” The speech therapist gives the child 4 pictures and asks them to correctly distribute them among the windows in the house. There are two windows on each floor: blue and green. If the first consonant in a word is a soft sound, then the picture should be placed on the green window, and if the first consonant solid sound- on the blue window.

Games to determine the approximate location of the sound in the word “In which carriage is Sound traveling?” “Button up your shirt” “Mushroom” “Flower bed”

“WHAT CAR IS THE SOUND COMING IN?” The speech therapist shows a train with three carriages, shows an object picture and asks to show in which carriage the sound is traveling: at the beginning, in the middle or at the end?

“Button up your shirt” A pocket appears on the shirt - picture. The speech therapist asks to show the approximate location of a certain sound using a chip - a button.

“Mushroom” In the grass, under the mushroom - a picture. The speech therapist asks to place an autumn leaf at the beginning, middle or end of the cap, i.e. show where the sound is heard.

“Flowerbed” The speech therapist shows an object picture and asks to “plant” a tulip on the first, middle or last flowerbed, showing the approximate location of a given sound in a word.

Games to determine the number and sequence of sounds in a word “Chips” “Word diagram” “TV screen” “Starry sky”

“CHIPS” Using white chips, the child shows the number and sequence of sounds in a word.

“WORD SCHEME” Using red, blue and green chips, children create a sound pattern of the word.

“TV Screen” A picture appears on the TV screen. Using colored chips, the child makes a sound diagram of the word.

"Starry Sky"

Exercises and games for the development of phonemic concepts “Glass” “Flower - seven-colored” “Select and color pictures for a given sound”

“CUPS” The child distributes pictures (barrel, butterfly, birch, hippopotamus) between a squirrel and a ladybug.

“FLOWER - SEVEN-FLOWER” A card is placed in the center of the flower with the image of a boy-sound in a blue shirt, with a bell on his head (a consonant solid ringing sound [З]). Children, justifying their decision, put pictures on the petals depicting objects whose names begin with this sound.

“Select and color pictures for a given sound.” Color blue pictures whose names begin with the sound [Ш]: hat, scarf, sled, glass, beetle, cat.

Thus, conducting special games and exercises will contribute to the successful development of phonemic processes, which is the basis for further successful learning at school.

LITERATURE: Gadasina L. Ya., Ivanovskaya O. G. Sounds for all trades: Fifty speech therapy games. - SPb.: CHILDREN'S PRESS, 1999. Durova N.V. Phonematics. How to teach children to hear and pronounce sounds correctly. Toolkit. – M.: Mozaika-Sintez, 2003. Kolesnikova E. V. Development of sound-letter analysis in children 5-6 years old. - M.: Gnome and D. - 2000. Pozhilenko E.A. Magic world sounds and words: A book for speech therapists and educators. – St. Petersburg: KARO, 2008.

THANK YOU FOR YOUR ATTENTION!!!

Speech is not an innate ability of a person; it is formed gradually, along with the development of the child. The normal development of phonemic processes is of great importance for the process of formation and development of speech: on its basis, children learn to identify phrases in the speech of others, understand the meaning of a word, distinguish between paronymous words, and relate them to specific objects, phenomena, and actions.

Phonemic awareness includes: phonemic hearing, phonemic awareness, phonemic analysis and synthesis. First of all, it is necessary to clarify these concepts.

L.S. Volkova and E.F. Akhutina reveals the concept of “phonemic hearing” as follows: “...a subtle, systematized hearing that has the ability to carry out operations of discrimination and recognition of phonemes that make up the sound shell of a word.”

Phonemic hearing, being part of physiological hearing, is aimed at correlating and comparing audible sounds with their standards, which are stored in a person’s memory in an ordering manner - in the “phoneme lattice”.

The concept of “phonemic hearing” should be distinguished from the concept of “phonemic perception”.

In the dictionary edited by V.I. Seliverstov gives the following definition: “Phonemic hearing is a person’s ability to analyze and synthesize speech sounds, i.e. hearing, which provides the perception of phonemes of a given language.” This definition rather refers to the term “phonemic perception,” and Volkova’s term more accurately reveals the content of this concept.

Next, you need to define what phonemic awareness is. This term is most fully disclosed in Speech Therapy, edited by L.S. Volkova, where it is defined as follows: “special mental actions to differentiate phonemes and establish the sound structure of a word.” This definition covers both phoneme discrimination and phonemic analysis, synthesis and representation, i.e. everything that is included in the structure of phonemic perception.

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: “By sound analysis we mean:

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.”

D.B. Elkonin identified phonemic analysis from phonemic perception, including:

1. finding out the order of phonemes in a word;

2. establishing the distinctive function of phonemes;

3. highlighting the main phonemic oppositions characteristic of a given language.

In the textbook L.S. Volkova defines the terms phonemic analysis and synthesis together as “mental actions for the analysis and synthesis of the sound structure of a word.” This definition does not fully reveal the essence of these processes and requires addition. By phonemic analysis we mean mental actions to analyze the sound structure of a word - decomposing it into a sequential series of sounds, counting their number, classification. Similarly, by phonemic synthesis we will understand mental actions to synthesize the sound structure of a word - the merging of individual sounds into syllables, and syllables into words.

Unfortunately, it was not possible to find a definition of the concept of “phonemic representations” from any of the scientists working on this problem.

Phonemic representations are formed in children as a result of observations of various variants of phonemes, their comparison and generalization. This is how constant phonemic representations are formed - the ability to perceive each speech sound in various options its sound as identical to itself. A child’s phonemic understanding of the sound composition of a language is formed on the basis of the acquired ability to hear and distinguish sounds (phonemic hearing), identify sounds against the background of a word, and compare words by identified sounds (phonemic analysis).

Phonemic perception in the process of ontogenesis goes through certain stages of its development.

So, for example, E.N. Vinarskaya distinguishes two levels of speech perception.

The first level is phonetic (sensorimotor) - distinguishing speech sounds by ear and transforming them into articulatory images based on the preservation of acoustic and kinesthetic analysis.

The second level is phonological (linguistic) phonemic recognition of speech, establishing the sequence of sounds and their quantity.

N.H. Shvachkin also identified two periods in the development of children's speech. Speech of the first period is pre-phonemic, prosodic speech, speech of the second period is phonemic. The author determined that the sequence of sound discrimination there's talk from distinguishing contrasting sounds to distinguishing increasingly similar sounds.

Children distinguish oppositional sounds gradually:

Initially, the child distinguishes the most roughly opposed sounds - vowels and consonants, but within these groups there is broad generalization: the consonants are not yet distinguished at all, and among the vowels the most phonetically powerful and easily articulated sound [a] stands out; it is contrasted with all other vowel sounds, which are also not differentiated from each other;

Next, differentiation occurs “within” the vowels - [i-u], [e-o], [i-o], [e-u]; later than the others, he begins to distinguish high-frequency vowels [ee], low-frequency sounds [u-o]; sound [s] is more difficult to perceive;

Then oppositions are formed “within” consonants: determining the presence or absence of a consonant sound in a word as a broadly generalized sound, the subsequent distinction between sonorant and noisy sounds; hard - soft; plosives - fricatives; deaf - voiced; whistling - hissing.

Later, in the process of developing phonemic perception, the child learns the differentiation of sibilant sibilants, smooth sibilants, and i (th). Hissing and whistling sounds in the speech of children appear late, due to their similarity in their articulatory characteristics, and differ only in the subtle differentiation of movements of the anterior part of the back of the tongue.

R.E. Levina notes that the distinction between the lightest-sounding phonemes is established first, gradually spreading to acoustically closer sounds. Gradually, the child masters phonemes that differ little from each other in their acoustic properties (voiced-voiceless, hissing, whistling, R and L, etc.). Path phonetic development speech ends only when all the phonemes of a given language are learned.

A.N. Kornev identifies the following stages in the formation of phonemic perception:

1) pre-phonetic stage - a complete lack of differentiation of the sounds of surrounding speech, speech understanding and active speech capabilities;

2) First stage mastering the perception of phonemes: the acoustically most contrasting phonemes are distinguished and similar ones are not distinguished by differential characteristics.

The word is perceived globally and is recognized by its general sound “appearance” based on prosodic features (intonation and rhythmic characteristics);

3) children begin to hear sounds in accordance with their phonemic characteristics. The child can distinguish between correct and incorrect pronunciation. However, an incorrectly pronounced word is still recognized;

4) correct images The sounds of phonemes predominate in perception, but the child continues to recognize the incorrectly pronounced word. At this stage, the sensory standards of phonemic perception are still unstable;

5) completion of the development of phonemic perception. The child hears and speaks correctly, and ceases to recognize the meaning of the incorrectly pronounced word. Until this moment phonemic development a child normally occurs spontaneously in the presence of optimal conditions of the speech environment. With the start of school (or still in kindergarten), thanks to directed training, he takes another step in the development of his linguistic consciousness.

Thus, mastery of sound speech occurs on the basis of acoustic discrimination of phonemes and the establishment of those phonemic relationships that are formed in the process of mastering speech.

As for the differential features underlying the subsequent acquisition of sounds in the act of speech, they are of an articulatory nature.

The level of development of children's phonemic hearing influences the mastery of sound analysis. Phonemic analysis is more complex function phonemic system. Phonemic analysis includes identifying sounds against the background of a word, comparing words based on the selected sounds, and determining the quantitative and consistent sound composition of a word.

Phonemic analysis not only recognizes and distinguishes words, but also pays attention to the sound composition of the word. Even with the most elementary types of phonemic analysis, words are compared by sound, sounds are isolated from the background of the word, etc. In the process of ontogenesis, the development of phonemic analysis occurs gradually. Simple forms phonemic analysis arise spontaneously during the development of oral speech in preschool age. Complex shapes(determination of the quantitative and consistent sound composition of a word) are formed in the process of special training.

There are several periods in the formation of phonemic representations. At the first stages (from one to three years), phonemic representations develop in accordance with their own incorrect pronunciation. In progress further development the child acquires the ability to not always take into account the articulation of sounds, i.e. the speech-auditory analyzer is freed from the inhibitory influence of speech-motor analysis.

Thus, the development of all phonemic functions in the process of ontogenesis goes through certain stages of its development.

In the first weeks of the child, auditory attention is actively formed. A child, hearing the sound of a human voice, stops sucking at his mother's breast and stops crying when they start talking to him. Towards the end of the first month of life, a baby can be soothed with a lullaby. By the end of the third month of life, he turns his head towards the speaker and follows him with his eyes.

Simultaneously with the development of hearing, the child develops vocal reactions: various sounds, various sound combinations and syllables. At 2-3 months. The child begins to hum at 3-4 months. - babble.

During the period of babbling, the child repeats the visible articulation of the adult’s lips and tries to imitate. Repeated repetition of the kinesthetic sensation from a certain movement leads to the consolidation of the motor skill of articulation.

From the sixth month, the child, by imitation, pronounces individual sounds, syllables, adopts the tone, tempo, rhythm, melody and intonation of speech. By the end of the first year of life, the word for the first time begins to serve as an instrument of communication and acquires the character 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. By the end of the first year of life, the word becomes an instrument of communication, when the child begins to respond to its sound shell - the phonemes that make up its composition. Next is phonemic development. N.H. Shvachkin notes that by the end of the second year of life, the child uses phonemic perception of all sounds of his native language.

Around the beginning of the third year of life, the child acquires the ability to distinguish all speech sounds by ear, and, according to well-known researchers of speech hearing in children, the child’s phonemic hearing turns out to be sufficiently formed.

By the age of four, a child should normally differentiate all sounds, i.e. he must have developed phonemic perception. By this time, the child has completed the formation of correct sound pronunciation.

By the age of five, children's phonemic processes improve: they recognize sounds in a stream of speech and can choose a word for a given sound.

By the age of six, children are able to correctly pronounce all the sounds of their native language and words of various syllable structures. A well-developed phonemic ear allows a child to identify syllables or words with a given sound from a group of other words and differentiate phonemes that are similar in sound. At the age of 6 years, children generally speak correctly, but still a significant number of them have phonetic speech defects (distortions, often substitutions of sounds).

Through analytical-synthetic activity, the child compares his imperfect speech with the speech of his elders and forms sound pronunciation. Lack of analysis or 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, N.Kh. Shvachkin, G.M. Lyamina, V.I. Beltyukov proved that it is necessary to develop higher forms of phonemic hearing, in which children could divide words into component sounds, establish the order of sounds in a 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.

Sound-syllable analysis involves separating the sound shell of a word from its meaning, isolating further indecomposable units in it and the order of their study, comparing sound forms words and finding out their similarities and differences, correlating the latter in the meanings of words with different phonemic composition.

A.N. Gvozdev notes that “although the child notices the difference in individual sounds, he cannot 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.

For the normal development of phonemic hearing, it is necessary, first of all, anatomical and physiological integrity, and, secondly, the presence of a healthy speech background. After all, the sound structure of a word is a combination of two processes: on the one hand, phonemic hearing, on the other hand, the ability to correctly pronounce sounds. If phonemic hearing is impaired, there is a fairly high probability of a violation of the pronunciation function, i.e., articulation. And vice versa, if the possibility of correct sound pronunciation is impaired, phonemic hearing is impaired as a consequence.

Conclusion: In ontogenesis, the development and formation of phonemic processes occurs gradually. In mastering speech, the main role belongs to phonemic hearing.

Phonemic hearing is the first step in the progressive movement towards mastering literacy, sound analysis is the second. Another factor: phonemic processes are formed in the period from one to four years, sound analysis - at a later age. . In children of senior preschool age, phonemic hearing is well developed, it allows the child to identify syllables or words with a given sound from a group of other words, to differentiate phonemes that are similar in sound.

Abstract: The article examines the development of phonemic processes in preschool children. The authors pay special attention to the stages of development of phonemic processes, the tasks of the development of phonemic processes, based on the experience of N.V. Nishcheva. Correctional work with children begins with non-speech sounds, then speech sounds that are pronounced correctly are introduced, then those that are pronounced, auditory attention and auditory memory are also developed.

With underdevelopment of phonemic processes in children, there is difficulty in differentiating sounds that differ from each other by subtle acoustic features - differentiation of voiced and voiceless (ta-da, pa-ba..), soft and hard (la-la, ma-mya..), whistling and hissing (sa-sha...), sonors (la-ra). As a result, the development of correct sound pronunciation is delayed for a long time, and deficiencies in the pronunciation of sounds can impede the formation of phonemic processes and subsequently cause disruption in the processes of writing and reading.

Correcting deficiencies in sound pronunciation in children involves staging and automating sounds and the simultaneous development of phonemic processes, which is carried out in a playful way. Phonemic processes include phonemic hearing (the ability to recognize and differentiate speech sounds based on acoustic features) and phonemic perception ( mental action on sound-syllable analysis and synthesis).

This work begins with the material of non-speech sounds, then speech sounds that are correctly pronounced are introduced, then those that are pronounced. Auditory attention and auditory memory also develop. Positive results in the development of phonemic processes are gradually observed.

Corrective work on phoneme differentiation can be divided into six stages:

1. Recognition of non-speech sounds.

At this stage, we teach children to recognize and distinguish non-speech sounds. At the same time, auditory attention and auditory memory develop.

First, the task is to “hear” the sounds of nature based on the picture (the sound of rain on the roof, the whistle of the wind, the noise of trees); then we name the sounds that we hear in the house based on the picture (the ticking of a clock, the meowing of a cat, the noise of a vacuum cleaner); then we remember the sounds from the street and yard (squealing brakes, car horns, noise and rumble of construction equipment).
You can demonstrate to children what sounds they make various items: tapping a pencil on the table, clapping hands, ringing a bell, rustling paper. These movements can then be repeated behind the screen and children have to identify what they are hearing.

2. Distinguishing identical words and sounds, focusing on the height, strength, timbre of the voice.

You can use the following games: the driver, standing with his back to the children, determines who said his name. The task becomes more complicated - the children say the word “ay!”, and the driver guesses who said it. The driver either loudly or quietly says “ay!”, and the children must guess whether he is calling them from afar or close.

By distinguishing voice timbre, strength and pitch of sound, such games can be played. For example, the mooing of a cow - “moo-moo-moo”, the hum of an airplane - “far” or “close”, the quiet and loud sound “oo-oo-oo”; what drum is playing - big or small, low and high sound “boom-boom-boom”; baby and child crying, high and low "ah-ah" sound.
Pictures of domestic animals and their babies are shown. The speech therapist pronounces the onomatopoeia of animals and babies in either a low or high voice. Children must show the corresponding picture.

3. Distinguishing words that are similar in sound composition.

You can play the following game: the speech therapist shows a picture and clearly says: “Book.” Then he says: “I name the words, and you must determine whether it is pronounced correctly. If it’s wrong, clap your hands.” Says: “Book – kmiga – pnigah – book – kmika – gmika.” Children, hearing an incorrectly pronounced word, clap their hands.

Then the games become more complicated: the speech therapist offers pictures whose names are similar in sound. For example:

barrel-kidney,
tooth soup,
heat ball,
goat-braid,
bow-hatch,
mouse-bear.

Then the speech therapist says three or four words, and the children must select the corresponding pictures in the order they are named.

The speech therapist displays the following pictures: lump, tank, branch, branch, skating rink. The child approaches the canvas, he is given a picture, which he must place under the picture whose name is similar in sound.

Words for the picture:

"COM" house, lump, scrap;
"MAK" - cancer, tank, varnish;
“BEETLE” - onion, branch, knock;
“NET” - cage, branch, heel;
“HANDLE” - scarf, leaf, skating rink.

4. Distinguishing syllables.

The speech therapist names the syllable series, for example, “ma-ma-ma-ba”; children highlight the extra syllable. The task becomes more complicated: “ma-mo-ma, ta-ta-da-ta, fa-va-fa.”

5. Distinguishing phonemes of the native language.

We begin work by differentiating vowel sounds. A game is offered: children are given pictures of an airplane, a baby, a donkey, and it is explained: “The plane is humming: ooh-ooh,” “The baby is crying: a-a-a,” “The donkey is screaming: e-e-e.” Next, the speech therapist pronounces onomatopoeia, and the children choose the necessary pictures. Next, the same work is carried out to differentiate consonant sounds. For example, "f - balloon, s – water from the tap, w – the snake hisses.”

6. Development of elementary sound analysis skills in children.

Determining the number of syllables in a word by clapping two and three compound words. An adult should show children how to clap words and highlight the stressed syllable. Then the children practice on their own.

Analysis of vowel sounds. Children have chips on the tables, for example red. The adult pronounces a different number of vowel sounds, the children lay out the corresponding number of chips.
Isolating a stressed vowel sound from the beginning of a word. This is the most light form analysis, is normally available from 4-5 years. To highlight sounds, the following words are suggested: Alik, duck, Olya.
Isolating a consonant from the beginning of a word. This is a more difficult form of analysis. For children with phonetic-phonemic underdevelopment of speech (impaired processes of formation of the pronunciation system of their native language in children with various disorders due to defects in the perception and pronunciation of phonemes) this is in most cases not available. They either name the syllable or do not understand the question. To highlight the first sound, words with different combinations of consonants and vowels are suggested: balls, pike, sleigh, city, frame, moon, machine tool, roof.
Isolating the last consonant from light words, such as: poppy, cat, bow, nose, shower. This exercise can be complicated, for example:

A) children arrange the pictures on the typesetting canvas into two columns - objects whose names end in the sounds “t” and “k”;

B) the adult shows the pictures and names them, omitting the last sound. For example, “tan..., pau..., veni..., ko...”. The child names the whole word and the missing sound.

Isolating the last vowel (stress) from words like “flour, moon, balls.”
Next, the child is offered the game “Find the place of the sound in the word.” Pictures are selected whose names contain the desired sound at the beginning, in the middle and at the end of the word. The child should mark the place of the desired sound in the word diagram under the picture with a certain color.
The next game is “Match the picture to the diagram.” Diagrams showing the place of sound in a word and pictures are offered. The child needs to arrange the pictures so that the place of the sound in the word coincides with the place of the sound in the diagram.
Game exercise “Color the diagram.” Under each picture, the child needs to make a diagram of the word, that is, conduct a sound analysis (we denote a vowel sound in red, a hard consonant in blue, and a soft sound in green).

Speech therapist, senior lecturer at the Department of Speech Therapy at the Institute of Special Pedagogy and Psychology, N.V. Nishcheva sets the following tasks for the development of phonemic processes:

1. In the senior group:

Improve the ability to distinguish by ear long and short words. Learn to remember and reproduce chains of syllables with changes in stress and intonation, chains of syllables with different consonants and the same vowels; chains of syllables with a consonant cluster.
Improve the ability to distinguish vowel sounds by ear. To consolidate ideas about vowels and consonants, their distinctive features. Practice distinguishing vowel and consonant sounds by ear, and selecting words based on given vowel and consonant sounds.
To develop the ability to distinguish by ear consonant sounds that are similar in articulatory characteristics: in a series of sounds, syllables, words, in sentences, in free play and speech activity. To consolidate the skill of isolating given sounds from a number of sounds, vowels from the beginning of a word, consonants from the end and beginning of a word. Improve the skill of analysis and synthesis of open and closed syllables, words of three to five sounds (in the case where the spelling of a word does not differ from its pronunciation). To develop the skill of distinguishing consonant sounds according to the following characteristics: dull - voiced, hard - soft.
Reinforce the concepts of sound, vowel sound, consonant sound.
Form the concepts of a voiced consonant sound, a voiceless consonant sound, a soft consonant sound, a hard consonant sound.

2. In the preparatory group:

Strengthen the skills of syllabic analysis and synthesis of words consisting of one, two, three syllables. Improving phonemic concepts, developing skills in sound analysis and synthesis.
To consolidate ideas about vowels and consonants and their distinctive features. Exercise in distinguishing vowels and consonants, in selecting words for given vowels and consonants.
To consolidate ideas about hardness - softness, deafness - sonority of consonant sounds. Practice differentiating consonant sounds based on acoustic characteristics and place of formation.
Improve the skills of sound analysis and synthesis of words from three to five sounds.

Thus, the development of phonemic processes is a long and labor-intensive work of all subjects educational process(teachers, parents and children).

1) Pidzhakova Ekaterina Igorevna,
teacher speech therapist,
MBDOU No. 177,
Yekaterinburg city
2) Samofeeva Nadezhda Pavlovna,
teacher speech therapist,
MBDOU No. 177,
Yekaterinburg city

Sequence of work on the development of phonemic processes. Theoretical foundations for studying the problem of the formation of phonemic processes in preschool children with general speech underdevelopment

Send your good work in the knowledge base is simple. Use the form below

Similar documents

Download:

Preview:

Slide captions:

Corrective work on phoneme differentiation can be divided into six stages:

1. In the senior group:

2. In the preparatory group: