Syllabic structure of the word, Correction of violations, Tkachenko T.A. It is proposed to consider the violation of the syllabic structure as one of the consequences of a deep underdevelopment of phonemic perception, which, in turn, indicates the presence of OHP
Method for correcting violations of the syllabic structure of a word
T. A. Tkachenko
Relevance of the problem
If there are permutations, omissions or build-ups of sounds and syllables in the speech of a preschooler, then the structure of the words is reproduced incorrectly. Up to 3 years, this phenomenon is physiologically determined, normal. However, for a child of 4-5 years old, this is a signal of a persistent violation of the syllabic structure of the word, and in this case, the child needs the help of a speech therapist.
In the language system, the syllabic structure occupies, from the point of view of T. A. Tkachenko, special place. On the one hand, this is undoubtedly part of the pronunciation side of speech - phonetics(T. G. Egorov, N. Kh. Shvachkin). But on the other hand, there is a connection between the structural distortions of words with their semantic insufficiency in preschoolers (R. E. Levina, A. K. Markova). So lexical units - words with an unfamiliar meaning - more often undergo changes at the syllabic level.
According to some researchers, there is an influence of the formation of a syllabic structure on grammatical structure of the language.
R. E. Levina notes that the occurrence of sentences in a child's speech is closely related to syllable formation. According to D. B. Elkonin, the mastery of the grammatical structure directly depends on the orientation of the child in the system mother tongue. By improving the reproduction of the syllabic structure, we create the basis for the assimilation of children grammatical constructions and grammar in general.
Separate words are linked into sentences thanks to grammatical means - endings, prepositions, conjunctions. They often form in the speech stream weak, unstressed syllables, sound combinations containing confluences of consonants ( under the table, in a glass, from the bench, from under the cupboard).
In Russian words, the strength of unstressed syllables is not the same (A. N. Gvozdev, B. Kitterman, T. G. Egorov), and in these formations, where two or three consonants stand side by side, their perception is additionally difficult.
So, the formation and functioning of all components of the language system - phonetics, vocabulary, grammar - is organically connected with the concept of "SYLMIC STRUCTURE OF THE WORD".
A. K. Markova points to the connection between mastering the syllabic composition and the motivational side of the child's activity, the level of his articulatory capabilities, and the state of auditory perception. Due to distortions in the syllabic composition of the word, it is difficult for preschoolers to communicate, assimilate sound analysis, and then literacy.
T. A. Tkachenko proposes to assign a special place to the violation of the syllabic structure both in the examination of children with speech pathology, and in the process of corrective action.
Also, T. A. Tkachenko argues that it is the violation of the syllabic structure of the word in all these cases that is the key symptom of the presence of a general underdevelopment of speech in a child. And the absence of distortions in the syllabic composition of the word makes it doubtful. Therefore, the assessment of the violation of the syllabic structure can be used as a key to differential diagnosis preschoolers developmental problems.
In the view of T. A. Tkachenko, a persistent distortion of the syllabic structure of a word in a preschooler over the age of four is a symptom of a profound impairment of phonemic perception, which, in turn, inevitably indicates a general underdevelopment of speech in such a child.
The reduction in the number of syllables, their permutations, distortions, and substitutions are typical examples of the distortion of the syllabic structure of words by children. And the most common defect is a violation of the reproduction of confluences of consonants when pronouncing words of various syllabic structures (T. B. Filicheva, G. V. Chirkina, L. B. Esechko, O. N. Usanova).
T. A. Tkachenko, as one of the main signs of a violation of the syllabic structure of words in children, singles out distortion of the reproduction of concatenations of consonants and assigns him a leading place in the system of corrective exercises.
When forming the syllabic structure of a word, T. A. Tkachenko suggests using visual and gestural symbols of vowels and consonants as an aid. This approach greatly facilitates preschoolers with OHP orientation in the structural composition of the word.
The second feature of the technique of T. A. Tkachenko- a significant increase in the lexical bar in the course of correcting violations of the syllabic composition of the word.
Often, teachers working in groups of children with OHP try to limit their vocabulary to the everyday framework and exclude rarely used, complex words from the texts offered to children, for example: waste paper, surface, ski resort, postmark, headwasher, elevator, preen, implausible, fantastic, long-distance and etc.
T. A. Tkachenko, on the contrary, encourages speech therapists to use such words more actively (of course, after children have mastered the pronunciation of the sounds that make up them) to correct violations of the syllabic structure. In addition to the meaning that needs clarification, they have a complicated syllabic content. Therefore, training in their pronunciation will help improve the condition of both the syllabic contour of the word and vocabulary child.
The main theses of this technique
1. The work of a speech therapist on the syllabic structure should be carried out in close connection with lexical and grammatical meanings of the word.
2. Violation of the syllabic structure is unlawfully attributed to pronunciation defects, it is proposed to avert this pathology special place both in the examination of preschoolers and in the process of speech correction.
3. Evaluation of the violation of the syllabic structure can serve key to the differential diagnosis of various speech disorders.
4. It is proposed to consider the violation of the syllabic structure as one of the consequences deep underdevelopment of phonemic perception, which, in turn, indicates the presence of OHP.
5. The most common defect in the pronunciation of words of various syllabic structures in children is violation of the reproduction of confluences of consonants, overcoming of which it is proposed to take the leading place in the system of corrective exercises.
6. Correction of the phonemic image of the word should take place in parallel with the clarification and consolidation of its values.
7. One of the important conditions for corrective work is the formation of the syllabic structure of words based on auditory, visual and kinesthetic functions. In this case, the special symbolism of T. A. Tkachenko is a universal auxiliary tool.
1. Basic principles for correcting violations of the syllabic structure of a word
1. An indispensable condition for starting work on correcting the syllabic structure of a word is the presence of a phonetic-phonemic base, that is, a certain level of development of phonemic perception and pronunciation skills.
2. At the beginning of training, the child is offered exercises with words containing only correct sounds.
3. As the speech material becomes more complex to correct violations of the syllabic structure (from syllables to words, sentences, then to poems and stories), the sound palette of the words used also expands. First, these are the sounds of early ontogenesis, then whistling, hissing, the sound P, and finally, various combinations of them.
4. On stage formation of a syllabic structure the whole speech material the child speaks in reflection, following the adult. At the stage consolidation of skills memorized poems, tongue twisters, stories are reproduced. At the final stage the skills of accurately reproducing the syllabic structure of a word are finally automated in independent speech(composing sentences, stories, dialogue on a given topic, etc.).
5. When forming the syllabic structure of words as an aid visual and gestural symbols of sounds are used.
6. If a child has difficulties in syllabic composition, it is pronounced slowly, separately by syllables, while slapping its syllable outline.
7. The meaning of the word is specified before the beginning of its syllable-by-syllable pronunciation. With repeated repetition in the course of working out the syllabic composition of the word, its meaning is fixed in parallel. For this, the word is included in various sentences until its semantics and syllabic composition are fully assimilated.
2. Methodology for correcting violations of the syllabic structure of a word
The whole period of study is divided into four stages:
Preparatory stage- creation of a phonetic-phonemic database)
The stage of formation of the syllabic structure of the word - consists of 3 stages
The stage of consolidating the skills of accurately reproducing the syllabic structure of a word - memorization of rhymes, poems, stories, tongue twisters with correctly pronounced sounds
The final stage - use of the acquired skills of accurate reproduction of the syllabic structure of the word in independent speech
2.1. Preparatory stage
(Creating a phonetic-phonemic base for correcting violations of the syllabic structure of a word)
1. Phonetic base - mastering the pronunciation of all vowels, as well as consonant sounds of early ontogenesis (M, N, B, P, V, F, D, T, G, K, X and their soft variants), correcting existing violations of voice, tempo, timbre, etc. . P.)
2. Phonemic base - Playability:
- vowel combinations (AUI, OAIU, UOIA, etc.)
- syllabic combinations with a common consonant and different vowels(TA-TO-TU, PY-PA-PU);
- syllabic combinations with a common vowel and various consonants(PA-KA-TA, DO-GO-BO);
- syllabic combinations with consonant sounds, oppositional in sonority-deafness(DA-TA, PA-BA);
- syllabic combinations with consonant sounds, oppositional in hardness-softness(TA-TYA, PA-PYA);
- words that sound similar(BOK-TANK-BUCK);
2. 2. The stage of formation of the syllabic structure of the word
(3 steps, 20 exercises)
At this stage, visual and gestural symbols of sounds are used as an aid.
For repetition, the child is given words with easy-to-pronounce sounds. Words with difficult to pronounce phonemes are offered only for perception.
1st step.Correlating the sound of words with visual symbols of vowel sounds that model their syllabic contour (exercise 1-6);
2nd step. Reproduction of combinations of syllables with a confluence of consonants (Ex. 7-14);
3rd step. Pronunciation of words (and their combinations) containing a confluence of consonants (ex. 15-20);
2. 3. The stage of consolidating the skills of accurately reproducing the syllabic structure of a word
At this stage, texts containing sounds that could be used incorrectly at the beginning of training (hissing, R, L) are offered. It is understood that by the beginning of this stage their pronunciation has already been corrected. Otherwise, it is not recommended to start repeated repetition and memorization of texts, since defective pronunciation is firmly fixed.
Reflected pronunciation and memorization:
- words, phrases and sentences;
- rhymes and poems;
- tongue twisters;
- stories;
2. 4. Final stage
It is assumed that the child must have the correct pronunciation of all speech sounds.
If there are permutations, omissions or extensions of sounds and syllables in the speech of a preschooler, then the structure of the words is reproduced incorrectly. Up to 3 years, this phenomenon is physiologically determined, normal. We often hear from kids who have just begun to speak something like the following words: matsitsikl (motorcycle), mitsanel (policeman), kasanavt (cosmonaut), and we justifiably do not worry about the state of their speech. However, if a child aged 4-5 years says: kasavka (frying pan), pis (vacuum cleaner), anga (leg), lipeka (tablet), etc., then this is a signal of a persistent violation of the syllabic structure of the word, and in this case the baby needs assistance of a speech pathologist.
Sentences without unpronounceable sounds (hissing and sounds L, R).
The hunters tracked down the fox.
The guests left their legacy in the kitchen.
The children released the birds from the cages.
The fox trail confuses the hunter.
Under mother's singing, all the children calmed down.
The hunters pulled off their boots.
Leaves fell from the sea buckthorn branches.
The children poured the boletus out of the boxes.
Alevtina and Valentina were sweeping the long room.
All the insects popped out from under the plinth.
The antelopes darted about as the lions were nearby.
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- Professional and pedagogical education in Russia, Organization and content, Zhuchenko A.A., Romantsev G.M., Tkachenko E.V., 1999
- Correction of violation of the syllabic structure of the word, Tkachenko T.A., 2002
- Schemes for compiling descriptive and comparative stories by preschoolers, Tkachenko T.A.
- Correctly pronounce the sound Sh, Logopedic album, Tkachenko T.A., 2007
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Tkachenko T.A. The syllable structure of the word. Correction of violations. Speech therapy notebook description: The manual is part of the "Updating" educational and methodological kit. It is intended for the joint work of an adult and a child to eliminate general underdevelopment of speech. It is addressed to speech therapists, educators, tutors and parents involved with children 4-6 years old. It can be used for group and individual forms learning.
Name: The syllable structure of the word. Correction of violations. Logopedic notebook
Author/compiler: Tkachenko T.A.
Year: 2008
ISBN: 978-5-903444-77-9
Series: UMK "Update"
Pages: 48
Language: Russian
Format: jpg
The size: 30.7 MB
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Correction of the syllabic structure of a word using the methodological recommendations of T. A. Tkachenko
Every year, children with general underdevelopment speech. As is known, with this diagnosis in children there is systemic violation speech, that is, sound pronunciation, vocabulary, grammar, coherent speech, and, in particular, the syllabic structure of the word. Children find it difficult to pronounce words of 2-3 syllables with direct and reverse syllables, words with a confluence of consonants; cannot correctly repeat the sentence, agree on the parts of speech. They distort the order of syllables, reduce or replace syllables in words. Such defects against the background of impaired sound pronunciation make children's speech illegible and agrammatic. This, in turn, can lead to dysgraphia and dyslexia and have an adverse effect on the success of the child in school. Carrying out work to correct the general underdevelopment of speech, I drew attention to the fact that mastering the pronunciation of the syllabic structure of words is a great difficulty for such children and requires special attention from a speech therapist.
All of the above prompted me to start purposeful work on the topic "Correction of the syllabic structure of a word using the methodological recommendations of T. A. Tkachenko."
I see the relevance of my topic in the fact that:
Through my activities, I implement the order of the state and society to increase the intellectual and speech development future citizens of Russia;
The methodological and didactic material meets the requirements of federal and regional educational standards;
The use of new programs and technologies, optimization of methods and techniques activates the activity of my pupils during the formation of their speech skills and helps to correct violations of the syllabic structure of the word;
Relevance is ensured by the interaction of all specialists in corrective work on the syllabic structure of words.
The novelty of my experience lies in the principles:
The principle of integration, which provides for the possibility of using the content of the work on my topic in different sections of education and its implementation through different types educational activities: game, speech, cognitive, visual, motor;
Creation of new conditions for corrective influence on children in the field of correction of the syllabic structure of the word through updating the content speech center and speech therapy corner didactic games and benefits of a speech therapy room;
Modern approaches make it possible to stimulate creative activity and imagination, attract the interest of children, improve the emotional and speech sphere, mental processes, thereby activating the activity of children and contributing to the effective correction of the syllabic structure of the word.
The topic of my work experience reveals ways and means of updating content special education preschoolers through the introduction of new programs, pedagogical technologies and methodological recommendations of the new generation:
Federal program T. B. Filicheva, G. V. Chirkina "Preparation for school of children with general underdevelopment of speech in a special kindergarten"
T. A. Tkachenko’s technologies for the correction of OHP “If a preschooler speaks poorly”, “To the first grade without speech defects”;
The practical significance of my work lies in the fact that the system I used for correcting the syllabic structure of a word gives good results adapted to children speech therapy group. In addition, the notes I use long-term plans, didactic games and manuals allow me to work in a certain sequence, systematically.
After making sure of the correct choice of the topic “Correction of violations of the syllabic structure of the word using innovative technologies”, I set myself the goal: to increase the level of formation of the syllabic structure of my pupils and reach the intended goal through solving problems:
Creation of conditions for the formation of the syllabic structure of the word in preschoolers;
Providing methodological support for their work experience;
Optimization effective means and methods of influencing the formation of the syllabic structure of a word in children with OHP;
Development of diagnostic criteria for assessing the formation of the syllabic structure of words in children.
Since I use in my work guidelines T. A. Tkachenko, then I also decided to correct violations of the syllabic structure of the word according to its development, taking into account all the components of speech.
High efficiency, confirmed by many years of practical activity;
The presence of a preparatory stage in the form of creating a phonetic-phonemic base;
Clarification of the semantics of the word before the start of working out its syllabic composition, and then their parallel consolidation;
Phonetic availability of all words (the presence of only correctly pronounced sounds in them);
Use as aid special visual and gestural symbolism
Significant increase in passive and active vocabulary
Completion is not reflected or memorized, but independent speech of a preschooler.
1. Examination of the state of the syllabic structure of the word.
2. Drawing up a long-term work plan to correct violations of the syllabic structure of the word
3. Definition and selection of methods of work.
Based on the results of the initial diagnostics and the objectives of the program, I developed a long-term plan for correcting the syllabic structure of words in children with OND. As a basis, I took the methodological recommendations of T. A. Tkachenko "Correction of violations of the syllabic structure of the word."
According to the developed long-term plan, all the work was divided into 4 stages: preparatory, corrective, fixing, final.
Stage 1 - preparatory (creation of a phonetic-phonemic base of speech) - I conduct it with the aim of: preparing the child for mastering the rhythmic structure of the words of the native language through the development of speech-auditory perception and speech-motor skills. Starting with development phonemic perception, which can be divided into five stages:
1. Recognition of non-speech sounds.
2. Distinguishing identical sound complexes by height, strength
and timbre.
3. Distinguishing words that are similar in sound composition.
4. Differentiation of syllables.
5. Differentiation of phonemes.
For classes, I use exercises from T. A. Tkachenko’s album “Development of Phonemic Perception”.
Stage 2 - corrective. Purpose: direct correction of defects in the syllabic structure of words in a particular child through the development of sound pronunciation, phonemic hearing, skills of syllable division and sound-syllabic analysis and the inclusion in the work of speech, auditory, visual and tactile analyzers. This stage takes place in three steps:
1st step. Correlation of the sound of words with visual symbols of vowel sounds, modeling their syllabic contour.
2nd stage. Reproduction of combinations of syllables with a confluence of consonants.
3rd step. Pronunciation of words (and their combinations containing confluences of consonants. At this stage, as an aid, I use visual and gestural symbols of sounds according to the methodological recommendations of T. A. Tkachenko. For repetition, I offer the child words with easy-to-pronounce sounds. I offer words with difficult-to-pronounce phonemes only for perception.
Stage 3
- strengthening the skills of accurate reproduction of the syllabic structure of the word. The purpose of this stage: improving the ability to reproduce words of various syllabic structures on the material artistic word. Here I offer children texts containing sounds that could be used incorrectly at the beginning of learning (for example, hissing, sonora). Back to top this stage, as a rule, the sound pronunciation has already been corrected. I use the technique of reflected pronunciation and memorization of words, phrases, sentences, rhymes, poems, tongue twisters, stories.
Stage 4
- final. Its goal is to use the acquired skills of accurately reproducing the syllabic structure of a word in independent speech. By this stage, the child has already mastered the correct pronunciation of all speech sounds. Here are the skills correct pronunciation syllabic structure, words are fixed in independent coherent speech: in compiling stories according to key words, describing objects, inventing an end or beginning to a teacher’s story, comparing objects, telling from imagination, in a dialogue on a given topic, inventing fairy tales based on a set of toys, etc.
I take all the exercises for the 2nd, 3rd and 4th stages from the album of T. A. Tkachenko "Correction of violations of the syllabic structure of the word." To carry out the work in accordance with the instructions of the author, she made symbols of vowels and consonants. Correction of the syllabic structure of the word is carried out on individual, subgroup and frontal exercises for the formation of the correct sound pronunciation. I mainly use game techniques, didactic games and exercises. The use of methodical recommendations of T. A. Tkachenko allows to carry out work on the correction of violations of the syllabic structure of the word, taking into account individual features children.
Among various forms work on the correction of violations of the syllabic structure of the word, a significant place is given to classes in the development of motor speech skills in children. For this purpose, along with articulatory gymnastics I taught classes in the circle of logorhythms "Brook". With the help of methods of logarithmic influence, I managed to develop coordination of movements and speech in children, different kinds attention and memory (auditory, visual); normalize voice features and skills speech breathing, develop fine motor skills and facial muscles, as well as general motor skills. The classes were held 2 times a week. The diagnostic results showed a significant improvement in motor speech skills, and this, in turn, contributed to the correction of violations of the syllabic structure.
In order to improve the quality corrective work I use elements of other pedagogical technologies: fairy tale therapy, music therapy, art therapy, gaming technologies(TRIZ, developing games, health-saving technologies. So I use fairy tale therapy at the final stage of correctional work to consolidate the acquired skills in free speech.
To relieve tension, improve the mood of children, to stimulate motor and speech functions and creating positive emotional background classes using music therapy. These are techniques such as listening musical works, singing songs, rhythmic movements to the music. For relaxation, I used the music albums "Kids by the Sea" and "Kids by the River": the rustle of waves, the sounds of the surf, the voices of birds, the murmur of the stream, the sounds of the forest, the spring flood. As an addition to the main method, music therapy has provided positive influence to correct violations of the syllabic structure of the word.
I use individual elements of TRIZ and educational games at the stage of fixing the syllabic structure of a word in free speech.
At any lesson with children, I use elements of the health-saving technology of V. F. Bazarny: relieving the load on vision and the musculoskeletal system, changing jobs.
To track the results, I used the starting, intermediate and final diagnostics. Starting diagnostics showed the level of formation of the syllabic structure of children at the beginning of the year, revealed typical mistakes each child, helped to outline ways to correct the speech defect. Intermediate diagnostics helped to detect gaps and failures in the formation of the syllabic structure of words, correct long-term plans, plan further work, and help avoid some failures. The final diagnostics made it possible to track the level of formation of the syllabic structure of the word in children, showed the following results:
High level - 72%
Average level - 28%
Low level - no
The overall level of formation of the syllabic structure in the group increased by 24% and amounted to 56.5% (32.5% at the beginning of the year).
An analysis of the results of the final diagnosis showed that children with high level formation of the syllabic structure regularly visited Kindergarten, are interested in classes, they have better developed phonemic processes, parents pay attention to activities with children, perform the tasks of a speech therapist. Children with an average level did not attend kindergarten regularly, they have less stable attention and less developed phonemic processes, their parents did not fully follow the recommendations of a speech therapist.
The results of diagnostics for 2 years give grounds to assert that the goal of my activity to increase the level of formation of the syllabic structure of the word has been achieved, the tasks set have been completed. Conditions have been created for the formation in preschoolers of the skill of reproducing words of various syllabic structures. Methodological support of my work experience was provided, the methodological recommendations of T. A. Tkachenko on the formation of the syllabic structure of the word were effectively used. A card file of didactic games and exercises on this topic has been made. Criteria for evaluating the levels of formation of the syllabic structure of a word have been developed.
I believe that the practical value of my work is that it corresponds to the motivation of learning and practical achievement correctional and educational tasks and makes it possible to show good performance.
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