ON THE MATERIAL OF CLEANERS,
COMPLETED OFFERS,
POEMS AND OTHER TEXTS
As a rule, children with severe speech pathology do not memorize poems, especially those consisting of 4 or more lines. Therefore, you should begin to learn couplets with them. Learning couplets should be carried out with the obligatory reliance on subject and plot pictures, toys. When memorizing verses, you need to make sure that the children understand their content. To do this, the speech therapist asks questions about the picture. Often, learning poems is accompanied by exercises aimed at developing imitation and coordination of speech with movements. It is also recommended to conduct outdoor games accompanied by speech. For the best "entry" of the child into the role, you can offer him an appropriate mask or appropriate attribute (for example, a pipe). At this stage, it is advisable to use such rhymes, nursery rhymes, jokes, in which there is multiple onomatopoeia; this prepares the child's speech apparatus for mastering the syllable. During classes with "non-speaking" children, it is recommended to conjugate the pronunciation of rhymed lines by the speech therapist and the child (within the limits of the child's speech capabilities), reading poems by the speech therapist and the child by roles. For example:
Speech therapist: Geese! Geese! Child: Ha-ha-ha!
Speech therapist: Do you want to eat? Child: Yes Yes Yes!
If a child memorizes a poetic form of two lines, you can expand the volume of memorization to 4-6 lines. The speech therapist selects literary material based on the tasks of this stage of correctional work. At the same time, work is underway to clarify the sound pronunciation or automate the delivered sounds on the basis of learned verses, nursery rhymes, jokes.
At the initial stage of correctional work
Nursery rhymes, jokes, poems
1. Ta-ra-ra! Ta-ra-ra!
The horses are gone from the yard!
2. Don-don! Don-don!
The cat's house is on fire!
3. BBC, - the car hums. -
I will not go without gasoline!
4. Kva-kva-kva, - the frog cries.
Ku-ku-ku, the cuckoo shouts.
5. Ahi-ahi-ahi-oh!
Masha was sowing peas!
6. Our ducks in the morning:
quack-quack-quack-quack! Our geese by the pond:
ha-ha-ha-ha! And a turkey in the middle of the yard:
ball-ball, balda-bald!
Our gulenki at the top:
gru-gru! Our chickens in the window:
And how Petya the cockerel Early in the morning will sing to Us: ku-ka-re-ku!
7. Ku-ka-re-ku! I guard the chickens!
Ku-dakh-takh-takh! I got lost in the bushes!
Pee-pee-pee! Drink water!
Mur-mur-mur! I'm scaring the chickens!
Kra-kra-kra! Tomorrow morning rain!
Moo! Milk to whom?
8. Two dogs are very strict
We were told at the doorstep:
Av-av-av! Woof woof woof!
9. Oh, gu-gu-gu-gu-gu-gu-gu!
Do not spin in the meadow!
10. White geese went out to the meadows,
The geese shouted: "Ha-ha-ha!"
11. The geese began to shout like a goose again:
Ha-ha-ha! The cats purred:
Mur-mur-mur! The birds chirped:
Chick-chirp! The horses whinnied:
And-and-and! The flies buzzed:
W-w-w! The frogs croak:
Kva-kva-kva!
And the ducklings are quacking:
Quack-quack-quack! Piglets grunt:
Oink oink oink!..
12. A siskin whistled: “Few-fu-few!
I drink dewdrops in the morning. "
13. Tili-tili-tili-tili!
Three goats were mowing the grass!
14. “Ha-ha-ha! - the goose cackles. -
I am proud of my family ”.
15. The cockerel does not sleep in the morning,
Loudly, loudly he shouts:
"Ku-ka-re-ku!"
16. I am slim and handsome,
I shake my mane.
And hooves: top-top, And on a stone: clink-clap.
(Horse)
17. Chick-chick-chick, chickens.
There is water in the tub.
Who's afraid of me
I will not give any water to those.
18. He shouts: "Ku-ka-re-ku!" -
The sun, the river, the breeze.
And flies to the whole district: "Good afternoon, ku-ka-re-ku!"
19. There is a fence in the yard.
Yegor climbed the fence. -
“Kud-ku-da! - the rooster cries. - Rip all feathers to the fluff! "
20. Chickens sat on the fence
And they started to talk: “Co-co-co, co-co-co! We flew high! "
21. Ay, gu-gu-gu-gu-gu-gu-gu!
Do not circle in the meadow!
There's a puddle in the meadow
The head will spin!
22. By the forest at the edge,
High on a bitch
In the morning the cuckoo sings: "Ku-ku, ku-ku, ku-ku!"
23. Jump-jump-jump!
Young blackbird!
I went for some water,
Found a young man!
24. Ay, doo-doo-doo-doo-doo!
A raven is sitting on an oak tree!
A raven sits on an oak tree
And plays the trumpet!
25. Ding-dong! Ding dong!
An elephant is walking in the alley. An old, gray, sleepy elephant. Ding dong! Ding dong!
26. Where-where! Where-where!
Come on, come on, everyone here!
Quickly to your mother under the wing! Where did you get carried away ?!
27. The locomotive hummed
And he drove the trailers.
Choh-choh-choh, choo-choo-choo!
I will rock you far!
28. - Beetle, beetle, buzz,
Where are you hiding, tell me.
Zhu-zhu-zhu, zhu-zhu-zhu,
I'm sitting in a tree.
29. Siskin sat in a cage,
A siskin in a cage sang loudly:
Chu-chu-chu, chu-chu-chu!
I'll fly free!
30. Lyuli, Lyuli, people! The ghouls arrived.
We sat down on the bed and began to coo.
31. Bayu-bye, byu-bye.
You little dog, don't bark! Whitepaw, don't whine, don't wake up my Tanya.
Development exercises
Imitations and formation
Coordination of speech with movements
1. Knock-knock-knock-tok! Hit it hard, hammer! (Children imitate hammering.)
1. We clap our hands: clap-clap-clap. We stomp our feet: top-top-top. We shake our head: well, well, well. We raise our hands. We give up.
We shake hands and run around.
(Children perform appropriate movements.)
3. Doll, doll, bye-bye!
Sleep well, go to sleep!
(Children imitate the doll's motion sickness.)
4. Meow-meow - the cat squeaks.
His stomach hurts.
(Children are stroking their tummies.)
5. Chug-chug-chug! Chug-chuh-chug!
The train is racing at full speed!
(Children stand one after another and imitate the movement of a train.)
6. Little feet walked along the path: top-top-top.
(Children stamp their feet.)
7. Jump-jump! Jumping gallop! Here's my checkbox!
(Children jump up, and then "reach" from behind the "flag".)
8. Beat the drum, beat the drum!
Beat the drum louder! Tra-ta-ta!
(Children imitate drumming.)
9. Here are the soldiers coming, here they are, here they are!
They are carrying guns on their shoulders, they are carrying them! Tra-ta-ta!
(Children march with "guns" on their shoulders.)
10. Here's the hunter in the forest is coming, it goes, it goes. He will kill the gray wolf, he will kill, he will kill. Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang Bang bang bang Bang! Paph! (Children march and simulate gunfire.)
Outdoor and round dance games
Game "Train".
Green wagons
run, run, run And the round wheels
all thump, thump, thump. (Children stand one after another and imitate the movement of a train.)
Game "Geese".
Geese-geese!
Ha-ha-ha!
Do you want to drink?
Yes Yes Yes!
Geese-geese, here's the water!
Ha-ha-ha! Ha-ha-ha!
So everybody run here!
(Children run to the driver.)
Game "Chickens" (round dance).
The chicken went out for a walk
pinch fresh grass. And behind her are the children - yellow chickens. “Co-co-co, co-co-co! Don't go far! Row with your paws, look for grains! "
An outdoor game "Fox and Geese".
Geese, geese, I'll eat you!
Wait, fox, don't eat!
Listen to our song:
Ha-ha-ha! Ha-ha-ha!
Tired of listening to you!
I'll eat all of them now! (The "geese" scatter, the "fox" catches.)
Game "Chickens and Rooster".
Rooster: - Come out, hens,
collect the crumbs. There are many flies here
on my track.
(Chickens flapped their wings:
co-co-co! Chickens pounded with their beaks:
co-co-co!)
Cat: - I will go out, I will go out on the path,
Where chickens look for crumbs, meow meow!
Game "Shepherd".
Early-early in the morning the shepherd boy:
"Tu-ru-ru-ru!" And the cows pulled him in tune:
"Moo-moo-moo".
You, Burenushka, go, Take a walk in the open field, And you will return in the evening, You will give us milk to drink. (The shepherd “grazes the flock”, “plays with the horn”, calls the cows: “Tu-ru-ru!” The cows answer him: “Mu-mu-mu!”)
Depending on the stage of correctional work, children can be offered the following exercises.
1. Memorizing phrases with different types syllables and a repetitive syllable (violation of the pronunciation of these sounds is the most common).
Sha-sha-sha-sha - our Masha is good. Sho-sho-sho-sho - we speak well. Shu-shu-shu-shu - help the baby. Shi-shi-shi-shee - there are kids in the clearing.
| Ash-ash-ash | - give me a pencil. |
| Osh-osh-osh | - I have a knife. |
| Ush-ush-ush | - warm shower. |
| Ish-ish-ish | - I have a baby. |
| Ashka-ashka | - a bug flies. |
| Oshka-oshka | - there is a cat on the window. |
| Lug-lug | - frog-frog. |
| Ishka-ishka | - little mouse. |
| F | |
| Ms. Ms. Ms. | - we saw a hedgehog. |
| Zh-zh-zh | - hedgehogs are running. |
| Zhu-zhu-zhu | - help the hedgehog. |
| Jo-jo-jo | - I'm going to the Peugeot. |
| H | |
| Cha-cha-cha | - give me a roll. |
| Cho-cho-cho | - oh, how hot! |
| Chu-chu-chu | - I want to walk. |
| Chi-chi-chi | - red bricks. |
| Ach-ach-ach | - the doctor came. |
| Och-och-och | - night is coming soon. |
| Uch-uch-uch | - I have a key. |
| Ich-ich-ich | - Red brick. |
| Achka-Achka | - I have a car. |
| Uchka-uchka | - I have a pen. |
| Ichka-Ichka | - I have a bird. |
| Points-points | - I have a barrel. |
| SCH | |
| Shcha-shcha-shcha | - a bunny walks without a raincoat. |
| Schu-schu-schu | - I'm looking for you. |
| Cabbage soup | - we ate cabbage soup. |
| More | - I'm in a raincoat. |
| Asch-asch-asch | - I have a raincoat. |
| Osh-och-och | - horsetail has grown. |
| Ushch-uzh-uzh | - ivy grew. |
| More-more-more | - bream in a saucepan. |
Sa-sa-sa - here is a wasp flying.
Su-su-su - I'm not afraid of the wasp.
Sy-sy-sy - there is no wasp.
So-so-so - Sonya has a wheel.
As-as-as - I drink kvass.
Was-was-was - the dog has a nose.
Is-is-is - I eat rice.
Us-us-us - I eat mousse.
Asuka-asuka - Sonya has a mask.
Claim claim - Sonya has a bowl.
Osca-osca - Sonya has a nipple.
Uska-uska - Sonya has a blouse.
For-for-for- here comes the goat.
Zy-zy-zy - there is no goat.
Zu-zu-zu - I'm not afraid of a goat.
Tsa-tsa-tsa - here comes the sheep.
Tso-tso-tso - we washed our face.
Tsu-tsu-tsu - I'm not afraid of the sheep.
Tsy-tsy-tsy- no sheep.
Ets-ets-ets - we ate a cucumber.
La la la - shovel and saw.
Lo-lo-lo - there is an oar in the boat.
Lu-lu-lu - bought a saw.
Ly-ly-ly - new tables.
Al-al-al- dark basement.
Ol-ol-ol - washed the floor.
Ul-ul-ul is a broken chair.
Il-il-il - I washed the floors.
Alka-alka - I have a stick.
Olka-olka - I have a needle.
Ilka-ilka - I have a fork.
Pa-pa-pa is a high mountain.
Ro-ro-ro is a new feather.
Ry-ry-ry - mosquitoes fly.
Ru-ru-ru - we start the game.
Ar-ar-ar - a mosquito is flying.
Or-or-or - I have an ax.
Ur-ur-ur - don't chase the chickens.
Ir-ir-ir - we are for peace.
Arch-arch - I have a brand.
Orc orc is a steep slide.
Irka-irka - I have a hole.
Urka-urka - Murka's cat.
Children are encouraged to clap for each syllable or specific sound (depending on the task).
2. Coming up with a pure phrase for a given syllable: Ca-sa-
sa- ...
3. Memorizing phrases, performing movements in the process
speech.
4. Reading simple verses, phrases, sentences,
texts in conjunction with an adult.
5. Game "Telegraph": send a telegram: I'm going home(tap out the rhythmic structure of words in a sentence):! !! !!;
similarly - using stress:! !! !!.
6. Singing chants with a clear rhythmic structure
with musical accompaniment: Co-co-co, co-co-co- not ho
go far.
7. Finish off unfinished words in sentences: On
the cat is warming up in the sun ..., looking at him shche ... The mouse has a baby mouse ... and the fox- fox ...(What is the same syllable added?)
8. Writing sentences with complex syllabic words
structures for subject and subject pictures.
9. Change by case of words difficult syllabic structure:
Who is this? - Policeman. No one? - Policeman.
Will I help someone? - Policeman. I see who? - Policeman. Talking to whom? - With a policeman. Who am I talking about? - About the policeman.
10. Choose from three words the one that suits the rhyme:
Whispers in my ear at night Different tales ...
(feather bed, pillow, shirt).
11. Come up with a rhyme on your own:
Where it was empty in the spring, In the summer it grew ...
(cabbage).
We collect in a basket Very large ...
(potatoes).
12. Game "Tell me a word" (for the development of feelings in children
rhyme and linguistic flair).
Monosyllabic words
It's dark at night. Quiet at night. Fish, fish, where are you ...
(sleeping)!
Hey, let's play soccer! Shoot into the goal ...
(Goal)
We are taking the boards up the mountain, We will build a new one ...
(House).
The bear cries and roars: Asks the bees to give ...
(honey).
A beetle flew in from the forest And climbed a fat ...
(bitches).
There lived one eccentric in the forest, He bred in the forest ...
(poppy).
Ding-dong, ding-dong! Walks in the alley ...
(elephant).
Ten nights Aibolit Doesn't eat, doesn't drink and doesn't ...
(asleep).
Suddenly they see: standing at the wheels of a huge disheveled ...
(dog).
For chicks and animals, a child is also needed ...
(garden).
Two-syllable words
A goat looked through the door - Very sad ...
(eyes).
The owl does not sleep at night, After all, the owl is nocturnal ...
(bird).
The monkey says to the bear: “I was visiting ...
(mouse) *.
The sun is shining very brightly. The hippopotamus became ...
(hot).
As if a white ice fell on a thin ice ...
(snowball).
And the elephant, all trembling, So she sat down on ...
(hedgehog).
The old man will not have to drink in silence ...
(seagull).
Like our daughter Pink...
(cheeks).
Dad did not listen to the bunny - they squeezed the bunny...
(paw).
It's dark for us. We ask dad to turn it on brighter ...
(lamp).
Three-syllable words
Often a redhead walks to the lake ...
(fox).
We lived at the dacha in the forest different birds: Magpies, swifts, sparrows and ...
(tits).
Clinging to the back tire, Bear going on ...
(car).
AND to be naughty without a break The whole day could ...
(monkeys).
Squirrel dropped a bump Cone knocked ...
(monkey).
The duck began to sing to the mouse: - Ha-ha-ha, sleep, ...
(baby).
Among the fat pigeons, a skinny one gallops ...
(Sparrow).
Only is the cockerel alive, our Golden ...
(scallop)?
Cucumber, cucumber, Do not go to that end. There the mouse lives, you have a tail ...
(chews off).
Angry like a she-wolf, Burns like mustard. What is this miracle? This is indeed...
(nettle).
Four-syllable words
And next to them, the hippos Grabbed ...
(tummies).
Christmas tree, Christmas tree, Christmas tree - Thorny ...
(needle).
And the Elephants prowl along the road and ...
(rhinos).
In the meadow among the insects, a commotion arose - Pushed aside a family of daisies Giant - ...
(thistle).
Gold and young. In a week, he became gray-haired. A day later, my head went bald. I'll hide in my pocket Former ...
(dandelion).
13. Reading sentences and connected texts with words previously divided into syllables by a speech therapist.
14. Reading sentences and connected texts with the child's independent preliminary division of words into syllables.
15. Reading poetry and stories with tapping out the rhythm and recording a rhythmic pattern:
16. Writing words and sentences under dictation by syllables
(first, the speech therapist prompts the boundaries of syllables with a voice, then
the task is performed by the child independently).
17. Pronunciation, reading, memorization, copying, auditory dictations of tongue twisters.
B, Bb, P, Pb
A bull is dull-lipped, a dull-lipped bull. The bull's white lip was dull.
All beavers are kind to their beavers. Fish in the hole - a dime a dozen.
T, t, d, d
Grass in the yard, firewood on the grass.
From the trampling of hooves, dust flies across the field.
Arboretum rhododendrons.
The weaver weaves fabrics on Tanya's shawls.
К, кь, г, гь
The crab made a rake to the crab. Crab handed a rake to the crab: "Hay rake, crab, rake."
The tree has pins for splitting.
The cuckoo bought a cuckoo hood. He put on the cuckoo's hood. How funny he is in the hood!
The cap is sewn, but not in Kolpakov style.
B, Bb, F, Fb
Pharaoh's favorite
Jade replaced sapphire.
The water carrier was carrying water from the water supply system. Verzila Vavila cheerfully turned the pitchfork.
L, L, M, L, H, H
Malanya the chatterbox chattered milk, blurted it out, but didn’t blur it out.
Mila bought mimosas for mom. Once he lied, he became a liar forever.
L, Lb, P, Pb
Karl stole corals from Klara, and Klara stole a clarinet from Karl.
Two woodcutters, two woodcutters,
two woodbreakers talked about Larka,
about Varka, about Larka's wife.
Lara plays the piano at Vali's.
Thirty-three ships maneuvered, maneuvered, but not fished out.
Senya and Sanya have catfish with a mustache in their nets. We sat down in the sleigh by seven ourselves.
Senka is carrying Sanka with Sonya on a sled. Sled skok, Senka off his feet, Sanka in the side, Sonya in the forehead, all in a snowdrift.
From body to body
there was an overload of watermelons.
In a thunderstorm, in the mud, from a load of watermelons
the body collapsed.
С, СЬ, Ш, Ж
Forty mice walked, they found forty pennies. Two simpler mice found two pennies each.
A hedgehog has a hedgehog, a snake has a snag. Sasha walked along the highway and sucked drying. What goes around comes around.
H, u, c
Two puppies cheek to cheek Pinch the brush in the corner.
The sentimental Varvara overestimated the sentimental Vavila.
The heron was wet, the heron was dry, the heron was withering, the heron was dead.
The good fellow against the sheep, against the good fellow - the sheep itself.
Conclusion
The speech therapist will choose specific types of exercises independently, depending on the level of speech and intellectual development of the child, his age and the type of speech pathology. In parallel with the work on improving the syllable structure of words, it is necessary to work on the sound filling of words and the correction of sound pronunciation, since all these are decisive factors in the phonetically correct formation of a word in a child.
As studies by G.M. Lyamina have shown, on the part of an adult, it takes from 70 to 90 repetitions of a new word before the child gains a foothold in the independent use of this word. It is natural to assume that a child with speech underdevelopment at the first stage of learning needs a greater number of repetitions. Therefore, work on correcting the syllabic structure of words should be carried out for a long time, systematized, according to the principle from simple to complex, taking into account the leading type of activity of children (classes in a playful form) and with the use of clarity.
LITERATURE
1. Bolshakova E.S. Speech therapist work with preschoolers (games
and exercise). M .: Education, 1996.
2. Gorodilova V.I., Kudryavtseva M. 3. Reading and writing. -
SPb .: Delta, 1997.
3. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming OHP in preschoolers. - M .: Education, 1990.
4. A. N. Corte Dyslexia and dysgraphia in children. - SPb .:
Hippocrates, 1995.
5. N. I. Kuzmina, V. I. Rozhdestvenskaya Education of speech in
children with motor alalia. - M .: Education, 1977.
6. Speech therapy / Ed. L. S. Volkova. - M .: Education, 1989.
7. Lyamina G.M. Development of speech at an early age // Preschool education. - 1960. - No. 9.
8. Lyamina G.M. Early stages of formation speech activity // Preschool education.- 1970.- № 7.
9. Maksakov A.I. Is your child speaking correctly. -
Moscow: Education, 1988.
10. E. M. Mastyukova Ontogenetic approach to structure
defect in motor alalia // Defectology.- 1981.- № 6.
11. Psychodiagnostic methods in pediatrics and children
psychoneurology / Ed. D.N. Isaeva, V.E. Kogan. - SPb .:
Ed. PMI, 1994.
12. Rozhdestvenskaya V.I., Radina E.I. Education of correct speech in preschool children. - M .: Education,
1968.
13. Rybina E.V. Didactic games for preparation for sound analysis // Defectology. - 1989. - No. 4.
14. Sadretdinova G.F., Smirnova M.V. Planning and content of classes with children 3-4 years old, suffering from general speech underdevelopment. - SPb .: Publishing house. Center "Harmony".
15. T.A. Tkachenko Speech therapy notebook: Development of phonemic perception and sound analysis skills.- SPb .:
Childhood Press, 1998.
Foreword. FORMING PHONETICALLY CORRECT
SPEECHES ARE AN IMPORTANT TASK OF LOGOPEDIC WORK
WITH CHILDREN OF PRESCHOOL AND YOUNG SCHOOL
AGE ................................................. .................................................. ............. 3
OVERCOMING CORRECTIVE SYSTEM
VIOLATIONS OF THE WORD STRUCTURE IN CHILDREN ............ 6
Methodology for examining the state of the syllable structure of words ......... 9
Methodology for corrective work to overcome violations
syllable structure of words ............................................... ................................... eleven
Preparatory stage................................................ ............................ 12
Working on non-verbal material .............................................. 12
Working on verbal material .............................................. ..... 13
Corrective stage................................................. ................................. 15
Vowel level ............................................... ........................ 15
Syllable level ................................................ ........................................ 16
Word level ................................................ .......................................... 17
Working out the syllabic structure of words on the material of pure phrases,
complete sentences, poems and other texts ................................ 25
at the initial stage of correctional work ......................................... 26
Exercises to develop imitation
and the formation of coordination of speech with movements .............................. 30
preschool and primary school age ..................................... 41
Conclusion................................................. .................................................. .......... 44
Literature................................................. .................................................. .... 45
Educational edition Zoya Evgenievna AGRANOVICH
LOGOPEDIC WORK
OVERCOMING VIOLATIONS
Formation of the syllable structure of the word: speech therapy tasks
Kurdvanovskaya N.V.,
Vanyukova L.S.
annotation
The manual highlights the features of correctional work on the formation of the syllabic structure of the word in children with severe speech impairments. Systematization and selection of speech and didactic material, the lexical richness of classes will help speech therapists solve these problems, taking into account the main stages of the development of speech skills in preschool children.
The manual is intended for speech therapists, educators and parents working with children with speech disorders.
Introduction
The number of children suffering from severe speech disorders is increasing every year. Most of them, to one degree or another, have a violation of the syllable structure of the word. If this violation is not corrected in time, in the future it will lead to negative changes in the development of the child's personality, such as the formation of isolation and complexes, which will interfere with him not only in learning, but also in communication with peers and adults.
Since this topic has not been sufficiently studied and covered in the educational and methodological literature, speech therapists have difficulties in organizing work on the formation of the syllable structure of the word: in the systematization and selection of speech didactic material, in providing classes with lexical richness.
A.K. Markova identifies the following types of violations of the syllable structure of the word.
♦ Truncation of the syllable contour of a word due to the loss of a whole syllable or several syllables, or a syllable vowel (for example, “vesiped” or “ciped” instead of “bicycle”, “prasonic” instead of “piglet”).
♦ Inert stuck on any syllable (for example, "vvvvo-wild" or "va-va-vodichka"). Perseveration of the first syllable is especially dangerous, as it can develop into a stutter.
♦ Assimilation of one syllable to another (for example, "mimidor" instead of "tomato").
♦ Adding an extra syllable-forming vowel at the junction of consonants, due to which the number of syllables increases (for example, “dupelo” instead of “hollow”).
♦ Violation of the sequence of syllables in the word (for example, "chimkhistka" instead of "dry cleaning").
♦ Merging parts of words or words into one (for example, "persin" - peach and orange, "devolayet" - the girl is walking).
This manual offers carefully selected speech material, taking into account the classification of productive classes, developed by A.K. Markova, with some changes:
Onomatopoeia;
Two-syllable words from open syllables;
Three-syllable words from open syllables;
Monosyllabic words from closed syllables;
Two-syllable words from closed syllables;
Two-syllable words with a concatenation of consonants in the middle of a word and an open syllable;
Two-syllable words with a confluence of consonants at the beginning of a word and an open syllable;
Two-syllable words with a concatenation of consonants in the middle of a word and a closed syllable;
Two-syllable words with a confluence of consonants at the beginning of a word and a closed syllable;
Three-syllable words with a closed syllable;
Three-syllable words with a confluence of consonants (in different positions) and an open syllable;
Three-syllable words with a confluence of consonants (in different positions) and a closed syllable;
Monosyllabic words with a concatenation of consonants at the beginning and end of the word;
Two-syllable words with two confluences;
Three-syllable words with two concatenations;
Four-syllable words from open syllables;
Five-syllable words from open syllables;
Four-syllable words with a closed syllable and (or) concatenations;
Five-syllable words with a closed syllable and (or) concatenations;
Compound words (more than three consonants in a row).
Work on the formation of the syllable structure of a word in a non-speaking child should begin with practicing onomatopoeia.
If all groups of sounds are disturbed in the child and the formation of the phonetic side of speech was not carried out, then we recommend using the material of the first paragraphs from each section in the work on the syllabic structure of speech. The sections are arranged in such a way that their consistent use presupposes the observance of the structure of lessons on the formation of the syllabic structure in children with severe speech impairments. The manual is supplemented with an appendix and illustrative material for the section "Onomatopoeia".
If, in parallel with the work on the syllable structure of a word, you automate any sound, we recommend using the appropriate speech material. It is selected in such a way that it excludes the presence in the words of other sounds that are difficult for children. For example: the material for the sound [w] does not contain sounds such as [f], [s], [s "], [z], [z"], [c], [l], [l "], [ p], [p "]. The material for the sound [l] does not contain sounds such as [w], [f], [s], [s "], [z], [z"], [p], [p "], but start work nevertheless follows from the first paragraphs, while pure phrases contain only simple prepositions, such as on and at.
Each vocabulary block also observes systematization: singular and plural nouns, common nouns, adjectives, adverbs, verbs.
The material containing four-syllable and five-syllable words, like the last sentences, is the final stage of work on the formation of the syllable structure of the word, but it will not be superfluous in the work on the development of speech skills in children who do not have severe impairments. It should be noted that in each specific case there should always be an opportunity to vary the sequence of work, taking into account the individual characteristics of each child.
The work of a speech therapist cannot and should not be standardized. The activation of various analyzers during classes using this lexical material (when the child must observe, listen to the name of an object or action, depict a designation or purpose with a gesture, name himself) contributes to a more solid consolidation of the material. We recommend using a predominantly playful form of classes, only in this way you can arouse the need for communication, interest in exercises, which, in turn, will ensure the emotionality of the impact and contribute to the development of speech imitation.
Unformed syllabic structure of the word in children with general underdevelopment speech has different characteristics at different levels of speech development.
At the first level, the sound design of speech is very fuzzy and unstable. Children master the articulation of the simplest sounds, which replace the ones that are missing. Their speech is characterized by the absence of words. Children are not able to reproduce their syllabic structure. As a rule, these are non-speaking children. Their active speech consists of separate amorphous words-roots (ma instead of mom, na instead of dad, aw- dog, bbc- car, etc.). Non-speaking children, as a rule, have no need to imitate the word of an adult, and in the presence of imitative activity, it is realized in syllabic complexes consisting of two or three poorly articulated sounds: "consonant + vowel" or, conversely, "vowel + consonant". V active vocabulary nonspeaking children range from 5-10 to 25-27 words.
On the second level speech development difficulties in reproducing syllable structures are clearly revealed. Children can reproduce monosyllabic and only in some cases - two-syllable words consisting of direct syllables. The greatest difficulties are caused by the pronunciation of one- and two-syllable words with a confluence of consonants in a syllable, as well as three-syllable words. Polysyllabic structures are often reduced. All these distortions of the syllable structure are most clearly manifested in an independent phrasal speech... The quantitative vocabulary and the volume of amorphous sentences may be different, but feature this level - complete or partial absence of the ability to inflect. In other words, in their speech, children use words only in the form that they have learned from others. For example, the nominative form singular used in place of all other case forms. In more developed children, two forms of the same word can be identified.
At the third level of speech development, there is often a mixing of sounds that are similar in articulation and acoustic characteristics. The ability to use words with is developed. complex syllable structure, but this process is difficult, as evidenced by the tendency of children to rearrange sounds and syllables.
Methods of work on the formation of the syllable structure of a word in children with severe speech impairments
Throughout the entire period of work, it should be borne in mind that the formation of the syllable structure of a word is carried out in two directions:
Development of imitative ability, i.e. the formation of skills for the reflected reproduction of the syllable contour;
Constant control over the sound-syllable filling of the word.
It should also be remembered that it is recommended to proceed to a more complex syllabic class after practicing the words of the studied productive syllabic class in phrasal speech.
Directly the method of work in this section includes propedeutic and basic stages.
Leading at the propedeutic stage is training:
Perception and reproduction of various non-speech rhythmic circuits (slamming, tapping, jumping, etc.);
Distinguishing between long and short words by ear;
Distinguishing by ear of syllable contours in length. the main task the main stage is the formation of the skill of correct pronunciation of words of productive classes.
Propedeutic stage
At first, the speech therapist does not require the child to consciously treat the syllable as part of the word. Children learn to divide words into syllables unconsciously, and this work is based on a clear verbal pronunciation of a word by an adult. NS. Zhukova proposes to associate this pronunciation with the rhythmic movements of the right hand, which, in time, slaps the number of syllables spoken in the word on the table. Thus, the number of syllables is rhythmically combined with the simultaneous up and down movements of the right hand. In addition, the child is given visual support for the syllable in the form of any objects (chips, circles, cards) laid out one after another on the table. The speech therapist explains to the child that the word can be “tapped on the cards”, that words can be long (shows three cards laid out one after another) and short (removes two cards, leaving one on the left). Pronouncing the word by syllable, the speech therapist simultaneously slaps on the spread sheets of paper or chips so that the syllable falls on a separate card. Then the speech therapist asks the child to determine whether this word is long or short. For comparison, one- and three-, four-syllable words are given.
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
The relevance of the study lies in the fact that the correction of the syllable structure of a word is one of the critical tasks speech therapy work with preschool children suffering from systemic speech disorders.
To date, there has been a clear progress in the development of speech therapy science. On the basis of psycholinguistic analysis, the necessary information was obtained about the mechanisms of the most complex forms of speech pathology (aphasia, alalia and general speech underdevelopment, dysarthria).
In particular, noticeable development is observed in speech therapy at an early age: the features of pre-speech development of children are investigated, criteria for early diagnosis and prognosis of speech disorders are established, techniques and methods of preventive (preventing the development of a defect) speech therapy are selected.
The development of speech, including the ability to pronounce sounds correctly and distinguish them, to own the articulatory apparatus, to be able to correctly construct a sentence, and more, is one of the most important urgent problems facing a preschool institution.
Correct speech is one of the indicators of a child's readiness for schooling, a guarantee of the timely development of writing and reading: written speech develops on the basis of oral speech, and children who have insufficiently developed phonemic hearing are potential dysgraphics and dyslexics (children with writing and reading disabilities). underdevelopment speech linguistic corrective
Lagging in the development of speech (A.N. Gvozdev, I.A. native language in children with different speech disorders as a result of defects in perception and pronunciation of phonemes.
It is possible to cope with such violations through purposeful speech therapy work to correct the sound side of speech and phonemic underdevelopment.
For the first time, the problem of speech underdevelopment in children was formulated and proved by R.E. Levina and a team of researchers from the Research Institute of Defectology in the 50-60s of the twentieth century. Lags in the formation of speech began to be studied as developmental disorders that occur according to the laws of the hierarchical structure of higher mental functions.
The system of training and upbringing of preschoolers with defects in the syllable structure of the word consists of correcting speech deviations and preparing for full-fledged teaching in reading and writing (G.A. Kashe, T.B. Filicheva, G.V. Chirkina, V.V. Konovalenko, S. V. Konovalenko). I.A. In his research for preschoolers, the so-called sound direction the correct pronunciation of one or more sounds of a word is inherent, children of the syllabic direction grasp the syllable composition of the word, violating its sound composition and using a very small number of sounds.
A. N. Gvozdev, conducting research on the assimilation of the syllable composition of the word, sums up the fact that the peculiarities of the syllable structure of Russian words, consisting in the fact that the strength of unstressed syllables in it is different. When mastering the syllable structure, the preschooler masters the ability to pronounce syllables, words in the correct order: first of all, from the whole word, only the stressed syllable is pronounced, after which - the first pre-stressed and, at the end, weak unstressed syllables. The omission of weak unstressed syllables is an obstacle to the assimilation of the sounds included in them, and therefore the fate of different sounds and sound combinations is directly related to the assimilation of the syllable structure.
Because correct speech represents one of the most important prerequisites for the subsequent full development of the child, his social adaptation, it is important to detect and eliminate speech disorders as early as possible. A large number of speech disorders are manifested in preschool children, since it is this age that is the sensitive period of speech development. Detection of speech disorders allows you to eliminate them as quickly as possible, prevents the negative impact of speech disorders on the formation of personality and everything mental development child.
This thesis is devoted to speech therapy work on the formation of the syllable structure of a word in preschool children with general speech underdevelopment.
Research problem. Violations of the syllable composition of the word are the main and persistent defects in the structure of the speech structure of a child with general speech underdevelopment. In the Russian literature, a lot of studies have been carried out on this issue. But, despite this, the theory and practice of speech therapy does not have information about the factors that are essential for the assimilation of the syllable structure of the word.
Object of research: peculiarities of syllable composition in children with OHP.
Subject of research: the process of forming the syllabic structure of a word in preschool children with general speech underdevelopment.
Purpose of the research: to study the features of the formation of the syllabic structure of a word in preschoolers with general speech underdevelopment.
1. To characterize the features of the formation of the syllabic structure of the word in preschool children;
2. Consider the specifics of violations of the syllable structure of the word in preschool children with general speech underdevelopment;
3. To identify violations and carry out correction and speech therapy work on the formation of the syllabic structure of the word in preschool children with general speech underdevelopment;
4. To develop individual correctional exercises for the formation of the syllabic structure of the word in preschool children in children with general speech underdevelopment.
Research hypothesis: speech therapy work on the formation of the syllable structure of a word will be effective if specially designed correction exercises are used in the work.
Research methods:
* theoretical: the study of scientific and methodological literature on the research topic.
* empirical: observation, experiment.
The theoretical significance of the study: it consists in clarifying and expanding scientific ideas about the nature and originality of the formation of the syllabic structure of a word in children with OHP.
The practical significance of the study: determined by the obtained scientific results research that can supplement the theory and methodology for the formation of the syllabic structure of the word in children with OHP.
Experimental base of the study: the study was carried out on the basis of MBDOU Combined type kindergarten No. 30, Sergiev Posad, Moscow region.
The structure of the thesis: The work with a total volume of 65 pages, consists of: introduction, two chapters, conclusion, bibliography (41 sources), and an appendix.
CHAPTER 1. CURRENT STATE AND APPROACHES TO THE PROBLEM OF FORMATION OF THE WORD STRUCTURE IN CHILDREN WITH OHP
1.1 Linguistic and psycholinguistic aspects of research syllables and syllables in children with OHP
Today linguistic research confirm that syllable is one of the most difficult and urgent problems of general phonetics.
In the linguistic dictionary, a syllable is defined as a phonetic-phonological unit that occupies an intermediate position between sound and speech tact... A.A. Leont'ev (1956) defines a syllable as the minimum segment of the flow of speech that can be pronounced in an isolated position: “A syllable is a particularly elusive unit, a psycholinguistic unit that has many correlates, both in the linguistic standard and outside it, at different levels of physiological activity organism ". ...
A.L. Trakhterov (1956) argues that syllables are more complex phonetic formations, have a different composition, but general physical and acoustic properties. The physical properties of highlighting a syllable, according to A.L. Trakhterov, should be embedded in it regardless of stress, since they provide the linguistic feature of the syllable. A.L. Trakhterova refers to everything as material means of isolating a syllable. physical properties sound: strength, altitude, longitude, timbre. In the aggregate of their accent tops, syllables are the shortest links in the rhythmic organization of speech, the resulting melodic pattern of the syllable is the phonetic design of the syntagma and the sentence. The main linguistic function of a syllable, according to the author, is to be the shortest link in the accent-tonic structure of speech.
It is generally accepted that the constituent elements of a syllable are solid. Monolithicity is, according to A.L. Trakhterov - the unity of a homogeneous element and the greatest fusion of elements with each other. Psychological, linguistic, psycholinguistic studies confirm those related to the processes of perception, recognition and pronunciation of syllables and words of varying structural complexity. The most basic for us are the data related to the study of the mechanisms of the child's speech activity.
Analysis by N.I. Zhinkin (1958), L.R. Zinder (1958), I.A. Winter (1973) and other specialists confirm that in the perceptual gnostic activity of a person, the principle of anticipatory reflection is manifested in the most complex form - probabilistic forecasting (in the course of speech perception), and in the praxical sphere - in anticipatory synthesis (in the course of speech production) ... It is known that anticipatory synthesis, as a mechanism working in the course of speech production, affects all speech formations - syllables, words, phrases, as well as the method of their connection. In this regard, forecasting, anticipation, anticipation of further action is the psychological feature that determines the commonality of the processes of perception and speech pronunciation.
Research works of I.A. Winter (1958, 2001) showed that the assessment of the input speech signal is a multifaceted function. The process of perception from the side of the nature of processing a speech send can be represented as a priori-a posteriori, parallel-sequential, continuous-discrete and current-delayed. Perception and pronunciation of words of various structures is defined as the process of creating a spatial scheme in parallel with its temporal analysis.
Having studied this issue in the literature on psychology, psycholinguistics, linguistics, we can conclude that for the correct perception and pronunciation of speech, the action of a number of mechanisms is necessary: probabilistic forecasting and anticipatory synthesis, identification and generalization, linear segment-wise analysis of linguistic units, control of their linguistic correctness.
The available information in the field of linguistics proves that the syllabic arrangement in the process of speech reproduction is not random, it depends on the canons of euphony. The laws of euphony are realized at the level of linguistic possibility, including its phonoprosodic element. The phonoprosodic element is a component of the linguistic ability and has its own structure. Harmony, rhythm and harmony, most likely, act as its background components, duration and proportion are considered prosodic components. All the considered components of the phonoprosodic link take part in the product of the syllable structure of the word.
Some studies note that speech pronunciation is the implementation of a language program, which means that the transition from a language rule directly to action is based on a certain structure of norms inherent in a given language. The similarity of the psychological properties of speech production and understanding is considered as one of the manifestations of the polymorphism of their connection with each other in the course of verbal communication, which suggests that the production and perception of speech is one of the manifestations of a single linguistic ability.
General speech underdevelopment (OHP) is a systemic disorder in the development of all components of the speech apparatus (sound structure, phonemic processes, vocabulary, grammatical structure, semantic side of speech) in children with normal hearing and primary preserved intelligence.
One of the components of general speech underdevelopment is a defect in the syllable structure of the word. Consideration of the syllable structure of a word, the reasons for its occurrence and the formation of exercises aimed at correcting it were carried out by experts: Markova A.K., Babina G.V., Sharipova N.Yu., Agranovich Z.E., Bolshakova S.E. other.
With defects in the syllable structure of a word in a child's speech, noticeable deviations in the pronunciation of individual words are observed. Violations can have a different nature of violations of syllabic sound.
Frequent mistakes associated with rearrangement or addition of syllables indicate a primary underdevelopment of auditory perception. Errors associated with a reduction in the number of syllables, the similarity of various syllables, and a decrease in consonant concentrations mean a violation of the articulatory sphere.
An important role for the correct reproduction of the syllable composition of a word is played by the level of familiarity with the word. Words that the child does not know well enough are more likely to be misspelled than well-known words.
Defects in the syllable structure of a word can remain in the speech of preschool children with speech disorders for a little longer than defects in the reproduction of individual sounds.
Timely mastery of normal speech pronunciation and sentence building plays a critical role in the development of full-fledged personality child, and the assimilation of the syllable structure of the word is one of the prerequisites for mastering writing and reading, as well as subsequent successful schooling ..
1.2 Psychological, psychophysiological and neuropsychological foundations of the study of the prerequisites for mastering the syllabic structure of the word in children with OHP
An important role for the perception and pronunciation of lexical units of syllabic complexity is played by such processes as optical-spatial orientation, the possibility of tempo-rhythmic organization of serial movements and actions.
The study of the spatial factor as one of the reasons for the correct formation of the syllable structure of the word has been proven by research in the field of psycholinguistics, philosophy, psychology, neuropsychology and other areas.
A special method of organizing the space-time continuum of matter is rhythm, in varying degrees, revealing itself in a certain manifestation of it and considered to be a universal cosmic category. There are also studies that confirm that for correct work throughout the human psyche, it is important to have a continuous sensation of distributed pulsation that accumulates in time and space from various segments of speech. This relationship is the basis for the intuitive choice of any rhythm of oral pronunciation.
The deficiency of spatial representations, manifested to varying degrees, can be observed in any speech development - both normal and pathological. Such features are the reason for the appearance of linearity of construction and violate the staging of the passage of any sensory and motor program. Lack of spatial representations affects the perception and pronunciation of word sequences.
According to modern research in the field of neuropsychology, it is known that spatial representations as a basis over which the entire general system higher mental processes in a child - writing, reading, counting and more. Of particular importance to the spatial factor in the pronunciation of speech is the ability to understand simultaneous schemes and in their subsequent restructuring into a normative sequence of segments.
As another reason for the formation of the syllabic structure of the word, we investigate the complex parameters of movements and actions, the possibility of organizing serial-sequential activity. Any higher mental function has the most complex conscious form of mental activity and has certain properties. Based on the Russian neuropsychological tradition, two aspects of dynamic activity are considered: regulatory and energetic.
The regulatory processes include the processes that determine programming, implementation phased scheme actions in accordance with the existing program, monitoring the results obtained. The energy includes processes that affect the energy or activation part of mental activity, which is determined by the speed, duration, uniformity, productivity.
The motor function of a verbal stimulus can perform actions in the presence of a coordinated serial sequence of articulatory acts. "For the reproduction of words, a sufficiently well-established serial organization of sequential articulations is required with correct denervation of previous movements and smooth switching to further ones ... with a plastic change in the articulation of any sound."
K.V. Tarasova (1976, 1989) notes that the sensorimotor substance, otherwise defined as "the sense of rhythm", develops gradually in ontogenesis. Initially, the ability to perceive and reproduce the rate of sound signal repetition arises (at the age of 2-3 years). Further, the ability to perceive and reproduce the ratio of accented and unaccented sounds is formed (at the age of 4 years). In the last turn, the ability to perceive and reproduce a rhythmic pattern is formed (by the end of the 4th year - the beginning of the 5th year).
The analysis of the available results of the tasks fulfillment by children with speech impairments provides an opportunity to identify the distinctive features of the state of optical-spatial orientation, the abilities of the serial organization of movements and actions by children of this category: the lack of ability to correctly build and long-term retention of motor series; incorrect pronunciation of rhythmic patterns of any level of complexity; presence distinctive features serially organized activities; manifested lack of formation of spatial representations; spatial disorientation; arrhythmia, chaos, aimlessness of the actions performed; inability to maintain a sequence of serial actions and a plan of spatially oriented activity.
1.3 Features of the formation of the syllabic structure of a word in preschool children
The principle of development forms the basis for the formation and development of children's speech, in accordance with which there is a general dependence of speech ontogenesis in normal and abnormal development (L. S. Vygotsky). In this regard, when studying the process of the development of the syllable structure of a word in children with speech impairments, it is important to rely on its patterns. Therefore, the definition of the problem of the formation of the syllabic structure of a word in preschoolers with a general lag in speech development presupposes the study of normal ontogenesis.
The definition of the concept of "syllabic structure of a word" by different scientists has its own characteristics. Many experts divide the term "sound-syllable structure of a word" into two terms "sound structure of a word" and "syllable structure of a word". This opinion is shared by I.A. Sikorskoy, who divides children into "sound" and "syllabic". This opinion was shared by N.Kh. Shvachkin, A.N. Gvozdev and other specialists. But in the research of N.I. Zhinkin affirms the unity of sound and syllable structures.
From one point of view, it is impossible to reproduce a single sound of speech outside the syllable, and without it, not a single language unit... Also, sounds, synthesized in a syllable composition, form both the recognition of words and facilitating the connection of the syllables themselves through fusion. The existing direct connection and interpenetration of the sound and syllable composition of the word is also visible in the first fundamental analysis of the process of formation of the syllabic structure of a word, carried out by A.K. Markova.
Based on this, we can conclude that in the studies of experienced Russian specialists there is a tendency from the separate application of the concepts "sound structure of a word" and "syllabic structure of a word" to the generalized term "sound-syllabic structure of a word", which is one of the most significant criteria, influencing the correct phonetic development. Today, the sound-syllable structure of a word is defined as a characteristic of a word in terms of the number, sequence and types of sounds and syllables that make it up. This means that the study of the process of mastering the sound-syllable structure of a word must be studied in two directions: mastering sound pronunciation and the rhythmic-syllable structure of a word.
Even in a newborn baby, vowel-like sounds are heard in a cry, with a pronounced nasal tinge. The child can also make sounds that are similar to consonants (g, k, n). But such sounds are of a reflex nature and are not taken into account by specialists studying children's speech (T.V. Bazzhina). The predecessors of the phonemes appear at the stage of humming. Initially, at this stage, vowel-like sounds of the middle-back row of non-upper ascent arise, together with consonant overtones, that is, a certain averaging of vocal elements is noticeable (N.I. Lepskaya).
Among the first sounds, the most pronounced are "intermediate" sounds, gravitating towards both the consonant and the vocal: [w], [j]. Of the consonant-like sounds, there are semi-voiced, palatalized with characteristic nasalization, posterior-lingual-uvular, which eventually give way to posterior-lingual-velar types.
Front-lingual sounds at the first stage of humming, as a rule, are not observed (V.I.Beltyukov, E, N. Vinarskaya, N.I. Lepskaya, S.M. Nosikov, A.D. Salakhova). This confirms that during the humming period there is a selection of two types of sounds - vocals and consonants. A child at this age pronounces the sounds of all languages of the world. In the process of babbling, significant changes occur in the vocal elements present in the child. In the future, vowel-like sounds are freed from noise components, their differentiation proceeds by changing the series (a -> a), lifting (a - "g), labialization (a -" b). And at the age when the babbling stops, the vocal elements are replaced by vowel sounds, and the first opposition arises in the child: a vowel - a consonant. Subsequent development is also obtained according to similar sounds, which lose the nasalized overtones already at the first stage of babbling. There is a differentiation of sounds according to the type of nasal - oral ([t] - [p]). In addition to occlusive sounds, gap sounds arise, after which the child begins to reproduce the sounds of a different place of formation, pronouncing them in the most contrasting syllables (V.I.Beltyukov, A.D.Salakhova, O.N. Usanova and others). At this stage, the formation of articulatory oppositions takes place according to the signs of gap - stop, voiceless - voiced, and for the period of the end of babbling - hard - soft. Over time, babbling sounds acquire an acoustic-articulatory certainty and become close to the phonetic structure of the native language. At the stage of mastering speech, the development of sound pronunciation occurs.
Research scientists V.I. Beltyukov and A.D. Salakhova proved that the existing sequence of occurrence of sounds is the same in babbling and in verbal speech. After two years, words begin to accumulate, this leads to the need to distinguish them in the course of communication. In this regard, sounds in speech acquire a functional significance associated with the sequential mastery of the methods of oppositions used in the phonetic system of the language. First of all, there are hard labial [m], [b], [p], dental-lingual [v] and posterior-lingual sounds [k], [g]. The middle language [j] first emerges from soft sounds. Only then a tendency occurs: first, children speak soft versions of the phonemes of sounds, then - hard ones. In this case, explosive sounds appear earlier than fricatives. Of the fricative sounds, first the sounds of the lower rise - sibilant, are noted, after, the upper - hissing. And the very last ones, which children begin to reproduce - with a slit-closure and trembling articulation (V.I.Beltyukov).
The formation of sound pronunciation normally ends by 4-5 years. Mastering the rhythmic-syllabic structure of the word. The beginning of mastering the syllable structure of a word is the age at the end of the humming stage, when a stable syllable is established in the child. At the stage of babbling, the child has a tendency to duplicate homogeneous syllables, which provokes the development of a babbling chain. The duration of this chain is 7-8 months. (the heyday of babbling) is 3 to 5 syllables.
An inherent feature of the organization of babbling chains is the openness of the syllable:. Babble chains are formed due to the repetition of many times homogeneous in sound composition and structure of syllables. Gradually, these chains increase in length and variety, and a "dissimilarity" of syllables is formed.
According to the research of SM Nosikov, "the last syllable-like element from the end is most often subjected to dissimilarity ... if the structure of syllable-like elements is dissimilar, then identical consonant-like elements are most often noticed in them than vowel-like ones." At the age of one year, the number of babbling segments decreases to two or three, which is the average number of syllables in Russian speech. Ludicrous chains have the character of "holistic pseudowords".
At the age when the child begins to master speech, he initially pronounces a word consisting of 1 syllable (bo - it hurts). In the future, the first two-syllable words may speak, consisting of the repetition of the same syllable (bobo - it hurts).
By about a year and three months, the complexity of the reproduced words occurs, that is, the appearance of words consisting of two different syllables is observed. A.K. Markova identified two directions of complication of the reproduced word - this is the transition from monosyllabic words to polysyllabic ones and the transition from a word with the same syllables to words with several different syllables.
At the age when the child masters the syntactic side of speech, further development syllabic structure of the word. A.K. Markova identified a connection between the ruling of a sentence and the formation of a syllabic structure. The child begins to speak earlier sentences consisting of three or more syllables than three-syllable words. The appearance of sentences of four or more syllables is observed earlier than the appearance of four-syllable words. Before that, polysyllabic words are shortened. The process of mastering the syllable structure of a sentence occurs quite intensively at the age of 2-2.5 years, after 2.5 years, a decrease in the syllable composition is observed quite rarely. But, despite this, according to the studies of A.K. Markova, not all polysyllabic words go through the stage of abbreviated pronunciation. Some words that arise in any period of speech development, the child is able to pronounce immediately correctly. All this testifies to “ high degree generalization of the child's motor and auditory abilities with the correct development of speech and the rapid use of the acquired skills from one word to another ”. The emergence of this type of generalization suggests that the sound side of speech becomes the subject of the child's consciousness, and that active cognitive activity is an inherent feature for the formation of the syllabic structure of the word.
As practice shows, before the child begins to pronounce the words correctly, he performs a rather difficult and long way improve your pronunciation. A.K. Markova emphasizes that after the emergence of a new word after a certain period of time (up to several months), the child returns to it many times, reproduces, sometimes closer, sometimes further from the correct pronunciation. The word reproduced for the first time is the beginning of the search for the correct, more or less correct pronunciation, which will later be included in vocabulary child. Therefore, there is a relationship that as a result of mastering the syllable structure of a word, a child has various inaccuracies, without which the correct development of speech cannot be. These errors were investigated by specialists in children's speech in order to determine the patterns of mastering the syllabic structure, the mechanism and causes of their violations.
Many experts (A.N. Gvozdev, R.E. Levina, A.K. Markova, N.Kh. Shvachkin and many others) determine such temporary violations of the syllable structure of a word in children with normal speech: omission of syllables and sounds in a word , incorrect addition of the number of syllables, errors in the reduction of consonant groups, the similarity of sounds and syllables, changes in the places of sounds and syllables in a word. The most common violation of the syllable structure of a word is the omission of sounds and syllables in the word ("elision"). A.N. Gvozdev associated the emergence of elision with the significant power of syllables. During the reproduction of words, the stressed syllable is mainly preserved. N.Kh. Shvachkin considered the conditioning reason for elision in the specificity of the child to perceive the speech of an adult in a certain rhythmic structure. N.I. Zhinkin explained such a violation by the fact that the pharynx does not have time to implement syllabic modulations or performs them weakened. G.M. Lyamina believed that the reason for elision was the inability to adapt the movements of the organs of the speech motor mechanism to audible patterns. Experts note that this violation is normally a temporary fact and is eliminated by the time of primary school age.
In studies, there is a description of errors in adding the number of syllables. Studying this type of violation, N.Kh. Shvachkin concluded that “too much increase in the explosion energy when consonants are connected” is the reason for the formation of a “rudimentary syllable”, prolonging the bow with a vowel sound. A.K. Markova, investigating the errors of lengthening the syllable structure, determined that this type of violation is due to the concentration of the child's attention to the sound side of the word. "Subsonic" reproduction of consonant confluence determines its "unfolding": deniki (money), uncle (woodpeckers) and prepares a continuous reproduction of consonant confluence.
The decrease in consonant groups is associated with their place in the word. Most often, consonant groups are shortened in the middle of a word. A.K. Markova noted this feature by the fact that during reproduction, it is possible to distribute the confluence between two adjacent syllables (reblyud - camel). Difficulties in reproducing consonant combinations are due to their strong phonetic diversity. A decrease in consonant groups is to a certain extent characteristic of children at all stages of speech development.
In a child with normal speech development at the age of 2-3 years, the assimilation of syllables and sounds (assimilation) is quite often observed. This phenomenon is explained by the discrepancy between the formation of vocabulary and the limited number of learned sounds.
Syllable similarity is one of the simplest methods of filling in a syllable outline. Syllables are likened to children of the "syllabic" type of development (according to IA Sikorsky), since they focus all their attention on reproducing the syllable contour, filling it with possible sounds, and then learn it by pronouncing the sound composition of the word. S.N. Zeitlin wrote about distant assimilation (assimilation) of sounds, which consists in the influence of one sound on another. In this case, there is a partial or complete assimilation of one sound to another within the word (Nadia - nanya, Pasha - dad). Based on this, in the course of the formation of the syllable structure of the word, the child goes through a rather long and hard way development.
With the development of speech therapy and new practice, physiology and psychology of speech, it became obvious that with disorders of the articular interpretation of audible sound, its perception can also decrease to one degree or another. In children with OHP, there is an incomplete development of articulation and perception of sounds that have subtle acoustic-articulatory signs. The state of the phonemic development of children has significant influence to master sound analysis.
The correctness of sound reproduction is expressed in different ways. For example, voiced ones are replaced by deaf, r and l sounds l, and iot, s and w sound f, etc., some children replace the entire group of whistling and hissing sounds, in other words, fricative sounds, with the most accessible explosive sounds in articulation, and so on. ...
In some cases, the process of differentiation of sounds has not yet occurred, and the child initially reproduces an average, indistinct sound, for example: soft sound w, instead of w, s - s ", instead of h - t, etc.
The most common form of violation is incorrect reproduction of sounds, in which a certain similarity of sound with a normative sound remains. Basically, in this case, listening and differentiation with close sounds is not impaired.
This violation, like the absence of sound or replacement with similar ones in articulation, creates conditions for mixing the corresponding phonemes and complications in the acquisition of literacy.
When close sounds are mixed, the child develops articulation, but the process of phoneme formation is not yet complete. In these situations, it becomes difficult to distinguish close sounds from several phonemic groups, similar letters are shifted.
The following violations of the syllable structure of the word are distinguished:
Incorrect distinction and difficulty in assessing only sounds disturbed in pronunciation. The rest of the sound composition of the word and the syllable structure are assessed correctly. This is the simplest degree of violation.
Wrong distinction a large number sounds from several phonetic groups with their sufficiently formed articulation in oral speech... In such a situation, the sound analysis has more significant impairments.
The child “does not hear” the sounds in the word, is not able to distinguish the relationships between the sound elements, cannot separate them from the composition of the word and designate the sequence.
Based on the foregoing, we can conclude that violations of sound pronunciation can be reduced to the following manifestations:
Replacing sounds with easier articulation;
The presence of diffuse articulation of sounds, replacing a whole group of sounds;
The erratic use of sounds in different forms speech;
One or more sounds are not playing properly.
Errors in pronunciation must be analyzed in accordance with their significance for verbal communication. Some of them cover only the formation of shades of phonemes and do not contribute to the violation of the semantic meaning of the sentence, and some entail mixing of phonemes, their similarity. Especially the latter manifestations are considered the most significant, since they violate the meaning of the sentences.
When there are a large number of defective sounds, the pronunciation of polysyllabic words with a confluence of consonants is mainly disturbed (kachikha instead of weaver).
A low level of phonemic perception is more clearly manifested in the following:
Indistinct differentiation by ear of phonemes in one's speech and the speech of others (first of all, deaf - voiced, whistling - hissing, hard - soft, and so on);
Lack of readiness for simple forms of sound analysis and synthesis, difficulty in analyzing the sound composition of speech.
In children, there is a certain relationship between the level of phonemic perception and the number of defective sounds available, which means that the more unformed sounds there are, the less phonemic perception. But there is not always an exact correspondence between pronunciation and perception of sounds.
For example, a child may incorrectly reproduce 2-4 sounds, and by ear is not able to distinguish more, while from different groups.
Children lagging behind in speech development have a general blurred speech, "compressed" articulation, not bright expressiveness and clarity of speech. Instability of attention, distraction is often observed. Such children memorize words much more slowly than children with normal speech development. In addition, they perform tasks, making more mistakes associated with vigorous speech activity. The help of a speech therapist for such children is provided in special kindergartens, in a polyclinic, and for children of primary school age - at speech therapy centers.
Studies of children with speech development disorders have shown that children have various manifestations of this disorder. Such violations can be classified into three main groups.
Posted on http://www.allbest.ru/
The children of the first group show signs of only general speech underdevelopment, without other deviations. This is the mildest form of general speech underdevelopment. These children have no central nervous system lesions.
Outwardly, such children may have specific features of general emotionally volitional immaturity, poor regulation of voluntary activity.
Despite the absence of obvious neuropsychiatric disorders in preschool children, such children need speech therapy correction work, and subsequently - in special learning conditions. As practice shows, sending children with mild speech disorders to a regular school can lead to the appearance of repeated neurotic and neurosis-like disorders.
In children of the second group, the lag in the development of speech proceeds along with a number of neurological and psychopathological syndromes. This is a more complex form of general speech underdevelopment of cerebral-organic genesis, which may be accompanied by a dysontogenetic encephalopathic symptom complex of disorders.
A more detailed neurological examination of the children of the second group reveals noticeable neurological symptoms, confirming both a delay in the maturation of the central nervous system and a slight damage to individual brain structures. Examination of such children determines the presence of cognitive impairments, the cause of which is both the speech defect itself and low working capacity.
In children of the third group, a sufficiently strong speech lag is observed, which is defined as motor alalia. In such children, damage (or underdevelopment) of the cortical speech areas of the brain and, above all, Broca's area is noted. With motor alalia, severe dysontogenetic-encephalopathic disorders can be observed. The characteristic features of motor alalia are the following: obvious underdevelopment of speech in general - phonemic, lexical, syntactic, morphological, all forms of speech activity and all types of oral and written speech.
Motor alalia is a more stable speech underdevelopment, noted in cases where there is a lesion or underdevelopment of the speech areas of the cerebral cortex. In children of this group, the onset of speech is observed later (after 2.5-3 years), the slow appearance of new words, the use of mainly facial expressions and gestures in speech. At the age of 6, Alaliki children have a clear deficit of language resources. With a relative preservation of understanding of everyday life vocabulary, they can hardly name many objects and phenomena, primarily those that do not have a definite visual representation (generalizations, abstract concepts, nuances of the meaning of a word, and others).
For children with motor alalia, a persistent gross violation of the syllable structure and sound filling of words is also inherent. If in the worked out, learned words from 4-5 sounds there may be no errors, then new, even the most simple words pronounced distorted.
Such children have significant difficulties in phrasal and coherent speech, agrammatisms are coarse and persistent, learning to read and write is very difficult.
In terms of pronunciation, Alaliki children with impaired motor skills quickly master non-verbal articulations, but they are not able to apply such abilities when reproducing words. The automation of the correct pronunciation of words, as well as the differentiation of the delivered sounds in children of this group, takes place over a relatively long period of time.
A more detailed study of children with OHP showed the extreme heterogeneity of the group under consideration in terms of the severity of the speech defect, which made it possible for R.E. Levina to establish three levels of speech development in these children.
The first level, described in the literature as "the absence of common speech." Often, when characterizing the speech abilities of children of the first level, the name "speechless children" is encountered, which should not be literally understood, since a speechless child uses a number of verbal means in independent communication. These can be separate sounds and some of their combinations - sound complexes and onomatopoeia, scraps of babbling words ("sina" is a machine). The speech of such children may include diffuse words that have no analogues in their native language ("kia" - jacket, sweater). A distinctive feature of children of the first level of speech development is the ability to multipurpose the use of their language means: these onomatopoeia and words can denote both the names of objects and any of their signs and actions performed with them ("bika", pronounced with different intonation, means "car", "rides", "beeps").
These facts indicate an insufficient number of words available in the vocabulary, because of this, the child is forced to resort to the active use of non-linguistic means - gestures, facial expressions, intonation.
At the same time, there is a pronounced lack of development of the impressive aspect of speech. It is difficult to understand both simple prepositions and grammatical categories of the singular and plural, masculine and feminine, past and present tense of verbs, and the like. Thus, the development of children's speech at the first level lags noticeably behind, and is almost incomprehensible to others, while having a rigid situational attachment.
Children belonging to the second level of speech development are characterized as "beginnings of common speech." A feature of such children is the appearance in the speech of children of two or three, and in some cases even a four-word phrase. By combining words in a phrase and a phrase, the same child can, both correctly apply the methods of coordination and management, and pronounce them incorrectly.
Such children often pronounce simple prepositions and their babbling variants. In some cases, omitting a preposition in a sentence, the child incorrectly changes the members of the sentence according to grammatical categories: "Asik ezi tai" - "The ball is on the table."
In contrast to the first level, the children of the second group show a noticeable increase in the number of words in the vocabulary, including an improvement in the quality of words. But at the same time, the lack of word-formation operations is the cause of numerous errors in speech and understanding of prefixed verbs, relative and possessive adjectives, nouns with the meaning character... Difficulties in the formation of generalizing and abstract concepts, a system of synonyms and antonyms are noted.
The speech of children of this group in most cases is poorly understood by others due to a gross violation of sound pronunciation and syllabic structure of words.
The third level of speech development is determined by detailed phrasal speech with a slight underdevelopment of vocabulary, grammar and phonetics. Typical for such children is the use of simple common, as well as some types of complex sentences. In this case, their structure can be violated. The ability of children to use prepositional structures has increased, with the inclusion of simple prepositions in some cases.
In independent speech, the number of errors associated with changing words in the grammatical categories of gender, number, case, person, time, and more has decreased. But at the same time, specially directed tasks make it possible to identify difficulties in the use of neuter nouns, future tense verbs, in the coordination of nouns with adjectives and numbers in indirect cases.
Also, the understanding and use of complex prepositions, which are either completely omitted or replaced by simple ones, will be clearly insufficient.
A child with OHP of the third level understands and can independently form new words according to some of the most common word-formation models. At the same time, the child often has difficulties in the right choice producing foundations (“a person who builds a house” - “housekeeper”), uses inadequate affixal elements (instead of “washer” - “washer”; instead of “fox” - “fox”). Typical for this level is inaccurate understanding and use of generalizing concepts, words with abstract and abstract meaning, as well as words with figurative meaning.
The vocabulary may seem sufficient in the framework of everyday everyday situations, however, a detailed examination may reveal that children do not know such parts of the body as the elbow, bridge of the nose, nostrils, eyelids. A detailed analysis of the speech abilities of children allows you to determine the difficulties in reproducing words and phrases of a complex syllabic structure.
Along with a noticeable improvement in sound pronunciation, there is an insufficient differentiation of sounds by ear: children have difficulty completing tasks to select the first and last sound in a word, pick up pictures with a given sound in the name. Thus, in a child with the third level of speech development, sound surgery syllabic analysis and synthesis are insufficiently formed, and this, in turn, will serve as an obstacle to mastering reading and writing.
Samples of coherent speech indicate a violation of the logical-temporal connections in the narrative: children can rearrange parts of the story, skip important elements of the plot and impoverish its content side.
To prevent severe forms of general speech underdevelopment in preschool age great importance has early diagnosis of speech development disorders in children and timely medical and pedagogical assistance provided to them. The risk group includes children in the first two years of life who have a predisposition to the appearance of speech development disorders, and therefore they need special speech therapy, and often medical intervention. Timely identification of such children and the implementation of appropriate corrective measures can significantly accelerate the course of their speech and mental development.
If we compare the ways of assimilation of the native language by children, reported by researchers of normal children's speech, with the ways of formation of children's speech in violation of its development, then one cannot fail to notice in them a certain similarity: no matter what form of speech pathology is inherent in a child, he will not escape those three main periods, which are highlighted by Alexander Nikolaevich Gvozdev in his unique research "Questions of the study of children's speech."
For example, the first level of speech development, which in speech therapy is characterized as “the absence of common verbal means of communication”, easily correlates with the first period, named by AN Gvozdev “One-word sentence. A sentence of two words - roots. "
Second level abnormal development speech, which is described in speech therapy as "the beginnings of phrasal speech", corresponds to the period of the norm "Assimilation of the grammatical structure of the sentence."
The third level of anomalous speech development, which is characterized as "everyday phrasal speech with problems of the lexical-grammatical and phonetic structure", is a kind of variant of the period of the child's assimilation of the morphological system of the language.
Of course, no periodization can reflect the entire complexity of the dialectical interpenetration of the stages of development and coexistence in each subsequent stage of the qualities of the previous one. “With all the conventions, periodization is needed, both to take into account the changing qualities of the psyche in ontogenesis, to develop differentiated methods of upbringing and enrich the child with knowledge of an adequate level, and to create a prevention system ...”.
As in normal, so in pathology, the development of children's speech is a complex and varied process. Children do not immediately and suddenly master the lexical and grammatical structure, the syllable structure of words, sound pronunciation, inflection, etc. Some language groups are acquired earlier, others much later. Therefore, at various stages of the development of children's speech, some elements of the language are already assimilated, while others have not yet been assimilated or assimilated only partially. Hence such a variety of violations of speaking norms by children.
Until a certain point, children's speech is replete with inaccuracies, which testify to the original, unimitated use of such a building material of language as morphological elements. Gradually mixed elements of words are delimited by types of declension, conjugation and other grammatical categories, and single, rare forms begin to be used constantly. Gradually, the free use of morphological elements of words is declining and the use of word forms becomes stable, i.e. their lexicalization is carried out.
The sequence with which the mastery of both categories of children by the types of sentences, the ways of word connections within them, the syllabic structure of words is carried out, flows in the mainstream general patterns and interdependence, which makes it possible to characterize the process of the formation of children's speech both in normal conditions and in conditions of violation as a systemic process.
If we compare the process of mastering phonetics by both categories of children, then one cannot fail to notice general patterns in it, which consist in the fact that the assimilation of sound pronunciation follows the path of the increasingly complex and differentiating work of the articulatory apparatus. The assimilation of phonetics is closely related to the general progressive course of the formation of the lexical and grammatical structure of the native language.
The time when the first words appear in children with speech development disorders does not differ sharply from the norm. However, the terms during which children continue to use separate words without combining them into a two-word amorphous sentence are purely individual. The complete absence of phrasal speech can occur at the age of 2-3 years, and at 4-6 years. Regardless of whether the child began to pronounce the first words in whole or only separate parts of them; it is necessary to distinguish between "speechless" children by the level of understanding or someone else's speech. In some children, the level of understanding of speech (i.e., impressive speech) includes a fairly large vocabulary and a rather subtle understanding of the meanings of words. Parents usually say about such a child that “he understands everything, he just doesn’t speak”. but speech therapy examination will always reveal the flaws of their impressive speech.
Other children find it difficult to navigate in the verbal material addressed to them.
A striking feature of speech dysontogenesis is the persistent and long-term absence of speech imitation of new words for the child. In this case, the child repeats only the words originally acquired by him, but stubbornly refuses words that are not in his active vocabulary.
The first words of abnormal children's speech can be classified as follows:
* correctly pronounced: mom, dad, give, no, etc .;
* word fragments, i.e. such. In which only parts of the word are saved, for example: "mako" (milk), "deka" (girl), "yabi" (apple), "sima" (car), etc .;
* words-onomatopoeia, with which the child denotes objects, action, situation: "BBC" (car), "meow" (cat), "mu" (cow), "boo" (fell), etc .;
Similar documents
State of the art problems of studying preschool children with general speech underdevelopment: linguistic foundations of studying the sound-syllable structure of a word and its violation in preschoolers. Correction of violations and experimental speech therapy work.
thesis, added 09/18/2009
Linguistic, psycholinguistic aspect of the study of inflection: features of the grammatical structure of speech and inflection in older preschool children with general speech underdevelopment. The content of the speech therapy methodology for correcting violations.
thesis, added 04/23/2011
Acquaintance with the scientific literature on the semantics of lexical units in Russian linguistics. Highlighting the originality of the components of the semantic structure ambiguous word. Semantic analysis polysemous word on the material of the word fall.
term paper added 09/18/2010
Determination of the status of the word "case". Selection linguistic terms that permeate our speech. Consideration of synonyms among linguistic terminology. Predicatives are words of the category of state. general characteristics the sound of modern Russian speech.
presentation added on 04/14/2015
The historical nature of the morphological structure of the word. Complete and incomplete simplification; his reasons. Enrichment of the language in connection with the process of decomposition. Complication and decorrelation, replacement and diffusion. Study of historical changes in the structure of the word.
term paper added 06/18/2012
The problem of the polysemy of a word, along with the problem of the structure of its separate meaning, is the central problem of semasiology. Examples of lexico-grammatical polysemy in Russian. The ratio of lexical and grammatical semes with the ambiguity of the word.
article added on 07/23/2013
The history of the origin of the Uralic dialects. Distinctive features and signs, phonetic, morphological and syntactic features of the Uralic speech. Common words and expressions of the Urals. Dialect words and professionalisms in the tales of P.P. Bazhova.
abstract added on 04/14/2013
Foreign words in modern Russian speech. Borrowings from Turkic, Scandinavian and Finnish, from Greek, Latin and Western European languages. Formation of words of the Russian language, speech culture... Agrammatisms, word-formative and speech errors.
test, added 04/22/2009
Historicalisms and archaisms of obsolete vocabulary. Neologisms as new words that have not yet become familiar, the reasons for their appearance. Application features obsolete words and neologisms in the scientific, official-business, journalistic and artistic style of speech.
abstract, added 03/03/2012
Consideration of the concept and properties of the word. The study of phonetic, semantic, syntactic, reproducible, internal linear, material, informative and other characteristics of a word in Russian. The role of speech in the life of a modern person.
For a long time, linguists have been interested in the issues of syllable and syllabary definition.
It is customary to call a syllable the minimum unit of a speech stream. From the point of view of articulation, a syllable is defined as the minimum pronunciation unit, that is, such a sequence of speech movements that is formed by a single respiratory impulse, a single impulse of muscle tension (L.V. Shcherba) or as a result of one control command (L.A. Chistovich et al. ). In the acoustic approach, a syllable is defined as a wave of increase and decrease in sonority. With both approaches, the vowel, which is the syllable element, is considered the top of the syllable, and the consonants are considered its peripheral elements.
Syllables are divided into closed (ending in a consonant) and open (ending in a vowel). The most common syllable model in Russian is consonant + vowel (SG), i.e. open syllable. As L.V. Bondarko, speech is a combination into a continuous sequence of open syllables, each of which may contain different amount consonants.
The main structural unit of the Russian language is the SG syllables - open syllables. Being the minimum speech unit both in terms of perception (perception) and in terms of pronunciation, syllables have five perceptual-articulatory features, which are called syllabic contrast features. Syllabic contrast is the difference between a consonant and a vowel sound in a syllable. All open syllables of the type (SG) are more contrasting than any syllables of the type (GS).
Consonants and vowels are more clearly perceived in a contrasting syllable (SG) than in a less contrasting syllable (GS). Any syllable can be characterized by the number of contrasts that exist in it. We present the characteristics of these five contrasts; we quote from the book by E.N. Vinarskaya and G.M. Bogomazov "Age Phonetics":
1. Loudness contrast - from a minimum on a voiceless plosive consonant to a maximum on a vowel; the weakening of the contrast occurs both by increasing the volume of the consonant (the loudest are the sonants) and by decreasing the volume of the vowel (the least loud are [and], [s], [y]).
2. In contrast to the formant structure - from its complete absence on a voiceless plosive to a clear formant structure of a vowel. This contrast is weakened due to the appearance of formants in consonants (maximally "formant" - sonants) and due to the weakening of some formants in vowels.
3. Contrast in duration - from instant plosive noise to long vowel sounding. The contrast disappears in syllables with any other consonants.
5. Contrast at the place of formation (locus) associated with the initial and final frequency of the second vowel formant. The minimum contrast is in [a] -syllables with soft consonants, the minimum is in [and] -syllables. The contrast weakens as the place of formation of the consonant and vowel approaches. At the same time, the weakening of contrast is maximal in post-stressed syllables: syllables with sonants or voiced slotted consonants are often impossible to divide into two elements corresponding to a consonant and a vowel, as a result of the complete disappearance of the contrast between these elements.
Normally, after three years, the syllabic structure is mainly formed, but in some cases, violations of the syllable structure after three years persist and manifest themselves steadily. Combined with a violation of sound pronunciation (physiological disorders), with a violation of the sound filling of words, violations of the syllable structure often make speech incomprehensible to others.
A.K. Markova defines the syllable structure of a word as an alternation of stressed and unstressed syllables varying degrees difficulties. The syllable structure of a word is characterized by four parameters: 1) stress, 2) the number of syllables, 3) a linear sequence of syllables, 4) the model of the syllable itself. Violations of the syllable structure in different ways modify the syllable composition of the word. Distortions are clearly distinguished, consisting in a pronounced violation of the syllable composition of the word. Words can be deformed by:
1. Violations of the number of syllables:
a) Elysia - reduction (omission) of syllables: "skein" (hammer).
The child does not fully reproduce the number of syllables in the word. When reducing the number of syllables, syllables may be dropped at the beginning of the word ("na" - the moon), in the middle ("gunitsa" - a caterpillar), the word may not be fully agreed upon ("kapu" - cabbage).
Depending on the degree of speech underdevelopment, some children reduce even a two-syllable word to a monosyllabic one ("ka" - porridge, "pi" - wrote), others find it difficult only at the level of four-syllable structures, replacing them with three-syllable ones ("puvitsa" - a button).
The omission of the word-forming vowel.
The syllable structure can be reduced due to the loss of only syllabic vowels, while the other element of the word - the consonant is preserved ("prosonic" - pig; "sugar bowl" - sugar bowl). This type of violations of the syllable structure is less common.
b) Iteration
- an increase in the number of syllables due to the addition of a syllable vowel in the place where there is a confluence of consonants ("tarawa" - grass). This lengthening of the structure of the word is due to its peculiar dismembered pronunciation, which is, as it were, the "decomposition" of the word and especially the concatenations of consonants into constituent sounds ("airship" - airship).
2. Violations of the sequence of syllables in a word:
- rearrangement of syllables in a word (devore - tree);
Rearrangement of sounds of adjacent syllables ("hebemot" - hippopotamus). These distortions occupy a special place, with them the number of syllables is not violated, while the syllable composition undergoes gross violations.
3. Distortions of the structure of a single syllable:
Reduction of the consonant confluence, which turns a closed syllable into an open one ("kaputa" - cabbage); a syllable with a confluence of consonants - into a syllable without a confluence ("tul" - a chair).
This defect of Filichev and Chirkin is singled out as the most common when pronouncing words of various syllable structures by children suffering from OHP.
Inserting consonants into a syllable ("lemon" - lemon).
4. Anticipation, those. assimilation of one syllable to another ("pipitan" - captain; "vevesiped" - bicycle).
5. Perseveration(from the Greek word for "persistent"). This is an inert stuck on one syllable in a word ("pananama" - panama; "vvvalabey" - a sparrow).
The most dangerous is the perseveration of the first syllable, because this type of violation of the syllable structure can develop into stuttering.
6. Contamination - joining parts of two words ("refrigerator" - refrigerator, bread box).
All of these types of distortions of the syllable composition of the word are very common in children with systemic speech disorders. These disorders are found in children with speech underdevelopment at different (depending on the level of speech development) levels of syllabic difficulty. The retarding effect of syllabic distortions on the process of mastering speech is further aggravated by the fact that they are very persistent. All these features of the formation of the syllabic structure of a word interfere with the normal development of oral speech (accumulation of vocabulary, the assimilation of concepts) and make it difficult for children to communicate, and also undoubtedly interferes with sound analysis and synthesis, therefore, interfere with literacy learning.
By the type of violations of the syllable structure of the word, one can diagnose the level of speech development. Characterizing the levels of speech development, R.E. Levina highlights the following features of the reproduction of the syllable structure of a word:
First level- limited ability to reproduce the syllable structure of a word. In the independent speech of children, one- and two-syllable formations prevail, and in the reflected speech there is a clearly noticeable tendency to reduce the repeated word to one or two syllables (cubes - "ku").
Second level - children can reproduce the outline of words of any syllable structure, but the sound composition is diffuse. The greatest difficulties are caused by the pronunciation of monosyllabic and disyllabic words with a confluence of consonants in the word. Here, one of the adjacent consonants is often observed, and sometimes several sounds (star - "screech"). In some cases, the shortening of polysyllabic structures occurs (policeman - "aney").
Third level- full syllable structure of words. Only as a residual phenomenon is the permutation of sounds, syllables noted (sausage - "kobala"). Violation of the syllable structure is much less common, mainly when playing unfamiliar words.
In some works, the question of the factors determining the assimilation of the structure of the word in children with normal speech development is raised. So, A.N. Gvozdev, considering the assimilation of the syllable composition of a word, dwells on the peculiarities of the syllabic structure of Russian words, which consists in the fact that the strength of unstressed syllables in it is not the same. When mastering the syllable structure, the child learns to reproduce the syllables of a word in the order of their comparative strength; first, from the whole word, only the stressed syllable is transmitted, then the first pre-stressed and, finally, weak unstressed syllables appear. The omission of weak unstressed syllables prevents the assimilation of the sounds included in them, and therefore the fate of different sounds and sound combinations is associated with the assimilation of the syllable structure. The comparative strength of the syllables of A.N. Gvozdev calls "the main reason influencing the preservation of some syllables in the word and the omission of others." As you know, words consist of several syllables, having as their center a stressed syllable, characterized by the greatest strength and clarity of pronunciation, unstressed syllables with less strength are adjacent to it. For the syllable structure of Russian words, it is characteristic that the strength of unstressed syllables is not the same: among them, the first pre-stressed syllable is the strongest. These features of the syllabic structure of a word are very clearly reflected in the reproduction of words by a child.
The child does not immediately master the ability to reproduce all the syllables of a word: during a certain period, a skip (elision) of syllables is observed. The main reason, influencing the preservation of some syllables in the word and the omission of others, is their comparative strength. Therefore, the stressed syllable is usually retained. This is especially clearly reflected in the way the child reduces two-syllable and three-syllable words to one syllable.
T.G. Egorova, analyzing the question of the factors affecting the selection of sound from a word, along with the sound environment, calls the syllable and rhythmic structure: it is easier for a child to select sounds from two-syllable words with open syllables, it is more difficult to analyze words with one closed syllable and even more difficult to parse consonants.
Analysis of the first individual words with normal and impaired speech development shows that the first 3-5 words in their sound composition are very close to the words of an adult: "mom", "dad", "baba", "give", "am", "boo ". The set of these words is relatively the same for all children. The time of appearance of the first words in children under normal and pathological conditions also does not have significant differences.
Researchers of normal children's speech have long noticed that a child who begins to speak does not accept difficult words, that when children learn new words, it is easier to grasp such words as "am-am", "BBC", that the child instead of the hard-to-pronounce word inserts an easy one.
It is noticed that both in norm and in pathology there is a moment when children repeat only a certain set of "their" words, which they actively use in dealing with parents and other persons, but refuse to repeat other words that are offered to them, while showing persistent negativism. These initial words in their sound design are close to the words of adults addressed to a child ("mom", "dad", "baba", "yes", "meow", etc.). However, in the course of further development, imperfect motor coordination of the organs of articulation forces the child to abandon the path of accurate transmission of the sound composition of words and move on to reproducing not sound, but rhythmic-syllabic and intonational characteristics of the newly assimilated verbal material, for example: "tititics" (bricks).
Both in the norm and in the case of speech impairment, there is a whole series of words that are distorted by both categories of children in exactly the same way: "yaba" (apple), "mako" (milk), "pi ko" (to drink coffee).
The first words of children in ontogeny and dysontogenesis of speech are characterized by polysemantism: the same sound combination in different cases serves as an expression of different meanings, and these meanings become understandable only due to the situation and intonation.
According to the scheme of systemic development of normal children's speech, compiled by N.S. Zhukova based on the book by A.N. Gvozdev "Questions of studying children's speech", the formation of the syllable structure of words goes through the following stages:
1 year 3 months - 1 year 8 months - the child often reproduces one syllable of the heard word (stressed) or two identical syllables: "ha-ha", "tu-tu";
1 year 8 months - 1 year 10 months - two-syllable words are reproduced; in three-syllable words, one of the syllables is often omitted: "mako" (milk);
1 year 10 months - 2 years 1 month - in three-syllable words, the syllable is sometimes still omitted, more often the pre-stressed one: "kusu" (bite); the number of syllables in four-syllable words may be reduced;
2 years 1 month - 2 years 3 months - in polysyllabic words, pre-stressed syllables are often omitted, sometimes the prefixes: "tsipilas" (clung to);
2 years 3 months - 3 years - the syllable structure is rarely violated, mainly in unfamiliar words.
1 Gorelov I.N. The problem of the functional basis of speech in ontogenesis. - Chelyabinsk, 1974.
2 The table is borrowed from the Reader on age psycholinguistics (Age psycholinguistics // Reader. Compiled by KF Sedov. - M., 2004).
