Innovative project "formation of phonemic awareness in preschool children through the use of gaming technologies." Project "development of phonemic perception of analysis and synthesis through visual modeling"

Project type: correctional pedagogical, creative.

Executor: speech therapist teacher first qualification category MADOU d/s No. 9 “Cockerel” of a combined type.

Addressability: the project is designed for children of the senior group “Skazka” who attend a speech therapy center; group teachers; parents.

Duration: long-term, September-March 2014-2015 academic year.

Expected result: organizing correctional and speech therapy work with children in a speech therapy center at a preschool educational institution, through the successful use of ICT.

This project is aimed at developing phonemic hearing and perception of children with speech impairments with priority use of information and communication technologies.

The project is open in nature: having studied the innovative technologies used in speech therapy practice and relying on the material and technical equipment of the speech therapy room, for the 2014-2015 academic year I have planned work on the use of information technology in working with children of senior preschool age who have a violation of phonemic processes.

Educational information technology is educational technology, using special methods, software and hardware (cinema, audio and video, computers, telecommunication networks) to work with information.

The project will be implemented through the use of information and communication technologies: special computer programs, games, presentations, pictures, audio recordings (poems, nursery rhymes, tongue twisters), music.

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Municipal autonomous preschool educational institution kindergarten No. 9 “Cockerel” of a combined type

Speech therapy project

on the topic of:

“Improving phonemic processes in children

senior preschool age

using ICT"

"You and your health"

I qualification category

Katkova Elsa Yurievna

Blagoveshchensk

Brief summary of the project

Project type: correctional pedagogical, creative.

Executor: teacher-speech therapist of the first qualification category of MADOU d/s No. 9 “Cockerel” of a combined type.

Addressability: the project is designed for children of the senior group “Skazka” who attend a speech therapy center; group teachers; parents.

Duration:long-term, September-March 2014-2015 academic year.

Expected result:organizing correctional and speech therapy work with children in a speech therapy center at a preschool educational institution, through the successful use of ICT.

This project is aimed at developing phonemic hearing and perception of children with speech impairments with priority use of information and communication technologies.

Educational information technology is a pedagogical technology that uses special methods, software and hardware (cinema, audio and video, computers, telecommunication networks) to work with information.

Formulation of the problem

In recent years, there has been an increase in the number of children with speech impairments and, accordingly, there is a need to find the most effective way to educate this category of children.

The regulatory framework and regulations on the speech therapy center of a preschool educational institution make it possible to reconsider the priorities of providing speech therapy assistance and the use of innovative technologies, which will contribute to more effective and high-quality work of a speech therapist with children of senior preschool age in the conditions of a speech therapy center of a preschool educational institution.

The use of a variety of non-traditional methods and techniques in correctional work prevents children from becoming tired, supports cognitive activity in children with various speech pathologies, and increases the efficiency of speech therapy work in general.

The introduction of computer technology is a new stage in the educational process. Working in a kindergarten, I was actively involved in the process of widespread use of ICT in my practice. To implement correctional tasks, and most importantly, to increase children’s motivation for classes, it is necessary to use computer programs in classes, since I believe that these programs can serve as one of the means of optimizing the process of speech correction, development and improvement of all higher mental functions. Mastering correct speech is important for the formation of a child’s full-fledged personality and for his successful education at school.

There is no doubt that a sufficient level of formation of phonemic processes has a positive effect on the formation of the phonetic side of speech, the syllabic structure of a word, and their insufficient formation entails specific errors in writing and reading disorders.

Thus, the problem of finding new approaches and means to teaching children with developmental problems that would meet modern achievements of science and technology and the interests of children, causing their increased motivation, cognitive activity and curiosity, has become urgent, it is no secret that children All ages are attracted to computer games.

For a preschool child, play is the leading activity in which his personality is manifested, formed and developed. And here the computer has ample opportunities, because correctly selected educational computer games and tasks are, first of all, for the child. play activities, and then educational.

The use of non-traditional methods and techniques in correctional work, for example, multimedia presentations, prevents fatigue in children, supports cognitive activity in children with various speech pathologies, and increases the effectiveness of speech therapy work in general. Their use in speech therapy classes is interesting, educational and exciting for children. The screen attracts attention, which we sometimes cannot achieve when working with children.

That is why there is currently a demand for the introduction of new technologies and techniques into the speech therapy process, which involve making the correction process effective, not tedious for children, but interesting, the exchange of thoughts, feelings, and experiences.

Using a computer in speech therapy work helps to activate voluntary attention, increase motivation for classes, and expand the ability to work with visual material.

Thanks to the sequential appearance of images on the screen, children are able to complete the exercises more carefully and fully. The use of animation and surprise moments makes the correction process interesting and expressive. Children receive approval not only from the speech therapist, but also from the computer in the form of prize pictures accompanied by sound design.

There is a computer in the speech therapy room to work with ICT.

Currently, many have been developed computer games, interesting multimedia aids with encyclopedic data for preschoolers, but not enough games have been developed to correct children’s phonemic processes.

As part of the project, I did the following work on the use of ICT in logocorrection work:

1. Computer programs have been selected, installed and used for the development of phonemic awareness in preschool children:

Computer program “Sound Koleidoscope”;

Computer program “Lyolik is preparing for school” parts 1 and 2;

Computer program “Lyolik learns to read.”

2. Presentations are created and downloaded from the Internet and used to develop phonemic processes.

3. “Speech therapy chants” by T. S. Ovchinnikov

4. Audiobooks of fairy tales, nursery rhymes, etc.

5. I regularly use Internet resources in my work

Classes using a computer are conducted in fragments, but the following rules must be observed: following conditions to preserve the child’s health, i.e. compliance with SanPiNov:

1. Working with a computer in one lesson for a short time (5-10 minutes)

2. Carrying out gymnastics for the eyes; during work, it is necessary to periodically move the child’s gaze from the monitor every 1.5-2 minutes. for a few seconds.

Thus, the use of information technology in the correction process makes it possible to intelligently combine traditional and modern means and teaching methods, increase children’s interest in the material being studied and the quality of correctional work, greatly facilitates the work of the speech therapist teacher, electronic resources make the process of correcting phonemic processes more effective and dynamic compared to traditional methods, since the tasks in it are presented in a playful, interactive way form. All this increases the child’s motivational readiness for classes, which has a positive effect on the results of speech therapy work. The introduction of computer technology today is a new stage in the educational process.

Goals and objectives:

Objective of the project: development of phonemic perception and sound analysis skills through the priority use of computer technologies in the correctional speech process in children with functional disabilities.

Project objectives:

For children

For teachers

For parents

1. Develop auditory perception;

2. To develop skills in perceiving and reproducing simple and complex rhythms;

3. To develop the ability to differentiate speech sounds by hardness - softness, sonority - deafness;

4. Develop skills in sound and sound-letter analysis and synthesis of words;

5. Develop the ability to divide words into syllables;

6. Introduce letters.

Training in special methods and techniques in conducting games and exercises for the development of auditory perception, phonemic hearing, development of rhythmic sense, speech breathing.

Involve parents in correctional work with children with speech disorders.

Introduce parents to the use of speech games to develop phonemic awareness at home.

Strategy for achieving the set goals and objectives:

No.	Kind of activity	Implementation deadlines
Stage I - Diagnostic
	Speech therapy examination, collection of anamnestic data about the child, individual conversations with parents, observations of children	September (from 1 to 15)
	Studying methodological and popular science literature; planning; selection and creation of computer programs, games and presentations.	September
Stage II - Basic
	Creation of a collection of methodological, practical and electronic materials (programs, games, presentations, audio and video recordings, pictures).	September-December
	Conducting subgroup and individual lessons with children using ICT.	September-May
	Memo for parents "Calendar" speech development child"	October
	Consultation in a mobile folder for parents “Characteristics of children’s speech”	November
	Memo for parents “When working with your child, remember...”. Consultation for the mobile folder “Obedient Letters”	December
	Consultation in a mobile folder for parents and educators “Developing phonemic awareness in preschoolers”	February
	Workshop for educators “Development of phonemic hearing in preschool children”	February
	Booklet for parents “Games for the development of phonemic hearing in children.”	March
Stage III – Final
	Examination at the final stage to monitor the effectiveness of correctional and speech therapy work using ICT; analysis of work results, formulation of conclusions on the use of ICT in working with children with disorders of phonemic processes.	March
	Project presentation. Reflection on experience project activities and determining the prospects for its further development.	March

Expected Result:

Quality

Reducing the number of children in need of speech therapy support (evaluation mechanism - quantitative analysis);
Creation of a collection of methodological, practical and electronic materials (programs, games, presentations, audio and video recordings, pictures).
Satisfaction of parents and teachers with the quality of services provided (evaluation criterion – results of a parent survey).
Expanding the information field about the activities of the preschool educational institution's logo center.

Quantitative

Improving the quality of the correctional educational process;
Increasing the number of older preschoolers released from speech therapy centers with no speech impairments;
Increasing the number of parents of older preschoolers who are satisfied with the quality of educational services.

At first school year I conducted a diagnosis of older children with speech disorders, where it was revealed that 50% had impaired phonemic perception. When completing tasks, children find it difficult to determine the presence of a sound in a word, come up with a word for a given sound, or select pictures for a given sound. Problems arise in identifying non-speech sounds. Children make mistakes when performing tasks to distinguish syllables.

After corrective speech therapy work on the development of phonemic awareness using ICT, diagnostics showed that the level of development of phonemic awareness became higher.

The dynamics were shown in a comparative chart for the beginning of the year and the end of the year.

Conclusion

Analyzing the work done with children, I concluded that the use of modern computer technologies makes it possible to effectively organize work aimed at developing phonemic processes and gives positive dynamics in the development of all aspects of speech. Children's motivation for speech therapy sessions increases, good results are achieved and the efficiency of the entire correctional and educational process increases.

The computer is becoming a necessary tool for teaching children with speech impairments;

The use of ICT increases the child’s motivation for speech therapy classes, helps improve speech and cognitive activity
Helps improve a child's self-esteem
the use of computer technology in the process of correcting children's speech disorders makes it possible to more effectively eliminate speech deficiencies, thereby overcoming barriers to achieving success.
In the process of corrective speech therapy work based on them, children develop correct speech skills, and subsequently self-control over their speech.

In the future, work on this topic will be continued with children in the preparatory school group. I plan to replenish the card index of games, develop manuals, and also select information for parents of children preparatory group using non-traditional forms of work (Question and Answer Evening, round table, oral journal).

Project network web

Municipal state-owned preschool educational institution of the city of Novosibirsk “Kindergarten No. 488 of a combined type”

Project: “Development of phonemic perception and basic writing and reading skills in the system of correctional work with preschoolers with general speech underdevelopment of the third level, complicated by dysarthria”

Novosibirsk - 2016

Brief summary of the project.
For a large number of preschoolers with speech impairments, deficiencies in phonemic perception are the main cause of deviations in the acquisition of the sound side of speech. Therefore we believe priority direction in correctional work, the formation of the phonetic-phonemic aspect of speech and elementary writing and reading skills.
The goal of the project is to present a new approach to the problem of developing phonemic perception and the formation of basic writing and reading skills in preschoolers with speech impairments, in the presence of the child’s subjective position in the learning process.
The main objectives of correctional education for children with general speech underdevelopment of level 3, complicated by dysarthria, in senior and preparatory groups of kindergarten are full mastery of the phonetic structure of the language, intensive development of phonemic perception, preparation for mastering basic writing and reading skills, familiarization with the basic units of language.
This training project is designed for children of senior preschool age with general speech underdevelopment of level 3, complicated by dysarthria, and is being implemented over two years:
The first year of study - for children 5-6 years old - lasts from the second half of September to May. Includes frontal speech therapy classes on the development of the phonetic-phonemic side of speech (1 lesson per week), individual and subgroup speech therapy classes with a speech therapist aimed at establishing speech sounds, their consolidation, automation, differentiation (daily during the school year) and classes with a teacher on the speech therapist’s assignment for the development of correct sound pronunciation and phonemic perception in children. During the first year of education, children master speech-sound analysis and synthesis. They recognize the speech sounds of their native language, learn to distinguish them by ear, recognize vowels, voiced and voiceless consonants, determine the presence of a sound in a word, the place of a sound in a word, perform a sound analysis of words of 3-4 sounds.
The second year of training is aimed at further eliminating pronunciation defects and mastering basic writing and reading skills by preschoolers. This period includes familiarization with the letters of the alphabet and numbers while working on a large alphabet table. Children learn to perform sound-letter analysis and synthesis of words consisting of 3 or more sounds. They learn to divide words into syllables according to the number of vowels, isolate words from sentences and sentences from text. Work on the proposed project leads to the fact that the child masters reading as a consequence of the development of phonemic perception.

The project is designed for two years of study and involves costs of 2,100 rubles.

Formulation of the problem.
Currently, the world is searching for the most effective forms of working with preschoolers with speech disorders. One of the main factors in speech development is the full perception of verbal acoustic signals, which is ensured by the normal functioning of the auditory analyzer.
For a large number of preschoolers who have general underdevelopment of speech at the third level, complicated by dysarthria, deficiencies in phonemic perception are the main cause of deviations in the acquisition of the sound side of speech, which later leads to reading and writing disorders (1).
These children are at risk for school failure. The main reason is the insufficient development of the processes of sound-letter analysis and synthesis. The process of mastering the sound composition of a word is closely related to the formation of auditory-speech-motor interaction and is expressed in correct articulation sounds and their subtle differentiation by ear. A survey of the level of development of phonemic perception of children 5-6 years of age with general speech underdevelopment of the third level, complicated by dysarthria, was carried out at the beginning of the project. Completing diagnostic tasks caused difficulties. Difficulties arose when determining the presence of a given sound in a word (2 people gave the correct answer), when determining the first and last sounds in a word (11 people did not cope with the task). 11 people were unable to perform basic sound analysis and synthesis of words from 3 sounds.
For children with general underdevelopment speech of the third level, caused by dysarthria, is characterized by the problem of sound-syllable filling of words. Pronunciation of words with a complex syllabic structure causes great difficulty (7 out of 12 people cannot accurately pronounce words and sentences like “Motorcyclists ride a motorcycle”).
Children often find it difficult to “divide phonetic words into syllables, since a syllable is the minimal pronunciation unit whose components are closely welded together (3 out of 12 people complete the task correctly). The ability to perceive the sound composition of a syllable and word is what we usually call phonemic hearing” (3). We continue to solve this problem in the second year of education, when children know and understand well what a vowel sound is and can determine its place in a word. Experience shows that these problems can be successfully compensated for with targeted and systematic work under the guidance and assistance of an adult. A child’s subtle phonemic awareness occurs only when learning to read and write.

The purpose and objectives of the project.

Goal: development of phonemic awareness and the formation of basic writing and reading skills in preschoolers with speech impairment.
Tasks:
- improve and develop auditory attention, auditory memory and phonemic perception;
- develop skills in differentiating sounds;
- develop sound-syllable and sound-letter analysis and synthesis of words;
- form ideas about a sound, syllable, word, sentence.

Project implementation methods.

№
Events
Deadlines
Responsible

1.
Preparatory stage 1:
1. Examination of phonemic perception of children admitted to a speech therapy group. Filling speech cards.
2. Drawing up a long-term work plan for the development of phonemic awareness and the formation of basic writing and reading skills for each child individually.
3. Questioning parents, collecting anamnestic data.
4. Drawing up a plan for corrective work.
5.Development of a weekly thematic plan for the development of phonemic awareness and the formation of basic writing and reading skills.
6. Parent meeting and individual consultations with parents on this topic.
7. Development of a cyclogram joint activities including a variety of forms of work.

first half of September

first half of September
September

September

mid September

teacher speech therapist

teacher - speech therapist, educators

teacher speech therapist,
educators

teacher-
– speech therapist, educators

Stage 2 – practical:
First year of study (5-6 years)
Formation of phonemic awareness
Getting to know the sounds of your native language.
1. Lessons on recognition of non-speech
sounds: “Guess where it’s ringing?”, “Who called?”, “Listen to the silence,” etc.
2. Distinguishing identical phrases, sound complexes and sounds by height, strength and timbre of the voice “The Tale of the Three Bears”, “Guess the voice of an adult animal and a cub by onomatopoeia”.
3.Work on establishing correct diaphragmatic breathing “Blow out the candle”, “Put the flame of the candle”, “Blow on a pencil”, “Football”.
4. Formation of articulation of vowel sounds. Children get acquainted with correct pronunciation vowel sounds while listening to a fairy tale about a kitten.
5. Modeling sounds on the hand, recognizing vowel sounds by articulation, identifying them by ear.
6.Acquaintance with voiced consonants in a fairy tale about a kitten (b, c, d, e. g, h).

7. Establishing the difference in the pronunciation of vowels and consonants (feeling of an obstacle to the air stream, children determine its location based on their own sensations).
8. Sound analysis of syllables of two sounds and words of three sounds, simulating the diagram of a word on the fingers with a note on the desk.
9. Introducing voiceless consonants. Their pronunciation is compared with voiced consonants using tactile sensations (whether the larynx vibrates or not).
10. Sound analysis of words of 3-4 sounds, modeling the word pattern on the fingers with a note on the desk.
11. In the fairy tale about a kitten, introduction to affricates (ch, sch, ts) and unpaired consonants (y, x).
12. Acquaintance with sonorant consonant sounds (m, n, l.r) by analogy with other groups of sounds.
13. Games for the development of phonemic awareness:
“Select pictures with a given sound”,
“Find objects with a given sound in a group,”
"Catch the Sound"
“Who can name more words with a given sound?”
"Sort out the pictures by sounds"
“Draw pictures with the given sound.”
13. Generalization and consolidation of what has been learned. All children perform a sound analysis of words of 3-5 sounds, using the “Typewriter” game (snapping their fingers for each sound) and making a diagram of the word using their fingers (index finger - vowel sound, thumb– consonant).
14. Select words according to the proposed scheme, determine the place of the sound in the word, the number of parts in the word, determine the sequence of sounds in the word.
Second year of study (6 -7 years old)
Formation of basic writing and reading skills
Getting to know the letters of the alphabet.
1. Familiarity with the letters of the alphabet and numbers using a large alphabet table (vowels - red, voiced consonants - blue, voiceless consonants - green, sonorant - yellow, each letter has its own number).
2. Acquaintance with the letters of the alphabet in the preparatory group for school takes place in the same sequence and in the same time intervals as acquaintance with sounds in the older group.
3. Design of each new
letters: cutting, laying out from threads, wire, cereals, etc.
4. Games aimed at mastering letter images:
“complete the letter”, “guess which letter is hidden”, “noisy letters”, put together a letter from its elements”, “make letters from plasticine in a given sequence”, etc.
5. We focus children’s attention on what is the difference between a letter and a sound, what role the Ъ and ь signs, J play.
6. Using a rhythmic line, we invite children to first sing the rhythm of a familiar song on one familiar sound, then the number of sounds sung gradually increases (up to 6 vowel sounds).
7. After getting acquainted with consonants, children read and sing closed syllables (ol, al, el, ul)
8. Then we suggest singing a closed syllable with a confluence of consonants at the end of the syllable (-onk, -ink).
9. Next, we suggest singing an open syllable with the vowels a, o, u, e. s, i.
10. After this, we suggest singing pairs of open syllables (la-la, ru-ryu, ry-ri).
11. Sound-letter analysis of short words of three sounds (poppy, onion, juice) with the transfer of the syllable structure to the fingers, with writing on the desk and with the designation of familiar sounds with letters.
12. Learning groups of letters (vowels, voiced consonants, voiceless consonants, sonorant ones) using the “Typewriter” game, first looking at the letters and labeling each one with a click, and later calling the letters from memory.
13. Sound-letter analysis of words with 3-5 sounds. Children determine the number of sounds and letters, their place in a word, sequence, and determine the number of vowels and consonants in a word. 14. Learn to divide words into syllables, taking into account the number of vowels.
15. Introduction to the offer:
- come up with a word with a given sound,
- with a specified number of words,
- according to the proposed scheme,
- determining the number of sentences in the text by punctuation marks,
- pronunciation of sentences taking into account punctuation marks.
16. Work on individual books “Candy” from the series “Entertaining Reading” in order to highlight the sound being studied

stage – analytical:
1. Analysis of the diagnostic results of children based on the results of two years of training in the development of phonemic awareness and the formation of basic writing and reading skills.
2. Report on the implementation of the project “Formation of phonemic awareness and basic writing and reading skills in working with children with speech impairments” at the final pedagogical council.
3. An open lesson for parents and school teachers based on the results of work with children on the development of phonemic awareness and the formation of basic writing and reading skills.
4. Exchange of experience in the formation of phonemic awareness and the development of basic writing and reading skills in children with disabilities speech disorders at the regional methodological association of teachers - speech therapists
4.Publication of the article “Development of phonemic perception in the system of correctional work with preschoolers with general speech underdevelopment of the third level” in the journal “Pedagogical Bulletin” year
5. Publication of the book “Formation of phonemic perception in children with general speech underdevelopment of the third level”

second half of September -
- first half of October

September - November

second half of October -

First half of November
second half of November -
- December

December - March

January -
- first half of February

January -
- April

second half of February
March

October -
- May

April -
- May

second half of September - April

October -
- April

December -
- March

november -
- April

December-
- April

March -
- May

December -
- April
March -
- May

December
- February

november -
- April

January -
- May

January -
- May
April -
- May

November - May

teacher - speech therapist, educators
teacher - speech therapist, educators

teacher - speech therapist, educators

teacher speech therapist

teacher-speech therapist, educators

teacher speech therapist
teacher speech therapist

teacher - speech therapist, educators
teacher speech therapist

teacher speech therapist

teacher - speech therapist, educators

educators

teacher - speech therapist, educators

teacher - speech therapist, educators
teacher speech therapist

teacher speech therapist

teacher speech therapist
teacher speech therapist

teacher - speech therapist, educators

teacher - speech therapist, educators
teacher speech therapist

teacher speech therapist

teacher-speech therapist, Art. teacher
teacher speech therapist

teacher speech therapist

Expected results.
The effectiveness of our approach to the formation of phonemic awareness and the development of basic writing and reading skills in working with preschoolers with general speech underdevelopment of the third level, complicated by dysarthria, makes it possible to obtain fairly high results of correctional work. All children can master correct sound pronunciation, learn to differentiate speech sounds, and can acquire the skills of sound-syllable analysis and synthesis, dividing sentences into words, words into syllables, and syllables into sounds, which forms the basis for further learning to read and write. The proposed system of work can be mastered by all children, regardless of the type of speech diagnosis and the degree of its complexity.

Results
Children aged 5-7 years attending senior (first year of study) and preparatory (second year of study) speech therapy groups took part in the project to correct phonemic awareness and develop basic writing and reading skills. There are 12 people in the group, based on the results of the work of the regional medical-pedagogical commission with a speech therapy report: general speech underdevelopment of the third level, complicated by dysarthria.
Teaching children in accordance with the proposed system allowed us not only to completely eliminate speech disorders, but also to form an oral-speech basis for mastering the elements of writing and reading in the preschool period. Children in the older group learned from their own experience to give a qualitative description of sounds (vowel-consonant, voiceless-voiced, hard-soft) and model the structure of a word in the form of a diagram of its sound composition (75% at the end of the first year of study).
A significant portion of children in the preschool group have mastered reading techniques, understand the text they read, answer questions about the content, print simple words and sentences, and perform sound-letter analysis of words (at least 91%). In the process of correctional work, by the beginning of the second year of study, all children were able to easily cope with similar tasks. Thus, we have created a basis for children aged 6-7 years to master basic writing and reading skills. Almost all children have mastered complex operations of sound analysis and synthesis, which underlies learning to write and read at school.

Assessment of the quality of project implementation.
Our project implements general education and correctional tasks. The knowledge acquired by children in the learning process is strong and sustainable. Children skillfully use their acquired knowledge in practice. They confidently speak such terms as “sound”, “letter”, “vowel”, “consonant”, “syllable”, “word”, “sentence”, as they have quite intelligently perceived and mastered these concepts as a result of practical activities in the classroom. Based on the results of work during the first year of study, children 5-6 years old with speech impairments learned to correctly pronounce speech sounds (more than 80%), mastered the skill of sound analysis of simple words of 3-5 sounds using modeling (75%), are able to characterize sounds speech (vowel-consonant, voiced-voiceless), learn to divide words into syllables.
Children of the preparatory group for school learned with interest how to perform tasks on sound-letter analysis and synthesis of words from three or more sounds (more than 96%) (make diagrams of words, select words to diagrams, print words, lay them out from letters, etc. ). They read short stories with desire, isolating given letters, syllables, words and sentences, using different intonation (more than 91%). The knowledge gained will find wide application in reading and Russian language lessons will become the basis for successful learning at school.

Practical significance of the results
Our project is aimed at eliminating pronunciation deficiencies, which are accompanied by underdevelopment of sound analysis, due to insufficient development of phonemic generalizations and ideas. We solve this problem by using active inter-analyzer interaction in the presence of positive emotions in the learning process and the active position of the child himself in the role of a discoverer of new knowledge. During the implementation of the project, our extensive use of exercises in sound analysis and synthesis, based on clear kinesthetic and auditory sensations, led to conscious mastery of the sound side of speech. Working on the proposed project, we came to the conclusion that all graduates of speech therapy groups fully assimilate the sound composition of a word, which is expressed in the correct articulation of sounds and their subtle differentiation by ear. Work on the project allows not only to completely eliminate speech disorders, but also to form an oral-speech basis for mastering the elements of writing and reading. All graduates of speech therapy groups continue their education successfully in secondary schools in our city. The materials from our project can be used by teachers of general education and speech therapy groups in kindergartens, speech therapists and parents in their activities.

Resources (project budget).

Estimated Costs Used
Sum

Drawing paper, albums
600 rubles

Paints, markers, colored pencils
300 rubles

Plasticine
200 rubles

Colored paper, glue
200 rubles

Mitten toy
50 rubles

desks, chalk
350 rubles

Balls, jump ropes
300 rubles

Individual notebook “Sweetie”
100 rubles

Waste material (boxes, wire, thread, cereal)

TOTAL:
2100 rubles

Bibliography
1. Repina, Z.A. Writing impairments in schoolchildren with rhinolalia. Ekaterinburg, 1999
2. Luria, A.R. Writing and speech. Neurolinguistic research. –M.: “Academa”, 2002. – 345 p.
3. Tseitlin, S.N. "Language and the Child".
4. Chirkina, G.V. Correction of speech disorders. - M.: publishing house "Prosveshcheniye", 2010.-272 p.
5. Chirkina, G.V. Methods for examining the speech of children.-M.: ARKTI, 2005.-240p.

Municipal autonomous preschool educational institution
"Kindergarten "Romashka"
Speech therapy project
Topic: “Little Literacy”
Speech therapy games
in the development of phonemic hearing
in children 6 - 7 years old
Karavanova I. A.
teacher speech therapist
Sovetsky
Content:
Project passport………………………………………………………………...3
Explanatory note……………………………………………..4
Project stages……………………………………………..7
Conclusion………………………………………………………..9
Applications………………………………………………………10
Project passport
Problem It is very difficult to eliminate phonemic underdevelopment in children in a speech therapy center.

Full name Speech therapy project for the development of phonemic hearing in children 6-7 years old on the topic: “Little literate people”
Project type Practice-oriented
The goal of the project is to create conditions for the formation of phonemic hearing in children 6 - 7 years old through didactic games.
Educational areas Social and communicative development, speech development, safety, reading fiction, physical development
Project period 1 year
Expected results For children:
Perceive complex rhythms according to verbal instructions from the teacher

Divide words into syllables
Differentiate sounds by sonority - deafness, hardness - softness
Determine the position of a sound in a word

For teachers:
Enrich with knowledge and skills to carry out work on the development of sound and sound-letter analysis and synthesis of words.
For parents:
To enrich and replenish the knowledge of practical material necessary for the development of phonemic hearing in children.
Project participants Children of the Kalinka preparatory group attending a speech therapy center; preparatory group teachers, parents, children attending the speech center.
Presentation of the project photo presentation at the parent meeting “We are playing”
Explanatory note
The speech therapy project “Little Literacy” presents materials on organizing joint activities of a speech therapist with children, educators and parents on the development of phonemic hearing in children 6-7 years old.
Relevance of the project:
The problem of preparing children with phonemic hearing impairments for school has been studied for a long time, but even now it does not lose its relevance.
Despite the fact that the special speech therapy literature covers in sufficient detail the stages and sequence of the process of forming phonemic perception, the number of children with phonemic hearing disorders is constantly increasing.
The lack of full perception of phonemes leads to the following disorders: the phonetic side of speech, syllable structure, vocabulary, grammatical structure of speech suffers, and the development of sound analysis and synthesis is impossible. Which will further lead to dyslexia and dysgraphia.
Problem:
It is very difficult to eliminate phonemic underdevelopment in children in a speech therapy center.
The knowledge of even experienced teachers of mass groups on this issue is insufficient.
Parents do not always pay attention to the immaturity of phonemic processes in children and do not see this as a problem.
In this regard, the “Little Literacy” project was developed
Didactic games and exercises, joint work with teachers and parents will help develop phonemic hearing.
Novelty
The novelty of the project is the inclusion of games and exercises to develop a sense of rhythm.
Children with phonemic disorders have difficulty completing tasks involving the assessment and reproduction of rhythms. Even when playing single-rest rhythms, they make mistakes. It is difficult for them to count the number of claps, blows, and then reproduce them correctly.
When memorizing poetry, such children violate the rhyme of the poem, since the rhythm and rhyme of the poetic form “eludes” them
The development of a sense of rhythm is one of the prerequisites for the implementation of speech activity.
A well-developed sense of rhythm creates the prerequisites for further mastery of the phonetic side of speech: the syllabic structure of a word, verbal and logical stress, and the rhythmic organization of the speech motor act.
The development of rhythm also prepares children to work on stress and intonation expressiveness of speech.
Games for the development of rhythmic sense create the necessary basis for the development of phonemic perception, teach not just to hear, but also to listen, compare and evaluate sounds by the force of impact. This stage of work is very important in the development of phonemic hearing.
Objective of the project:
Creating conditions for the formation of phonemic hearing in children 6 - 7 years old through didactic games.
Project objectives:
For children:
Educational
To develop skills in perceiving and reproducing simple and complex rhythms;
Learn to differentiate speech sounds by hardness - softness, sonority - deafness;
Teach syllable divisionIntroduce letters
Developmental
Develop auditory perception;
Develop skills in sound and sound-letter analysis and synthesis of words;
Educational
Cultivate perseverance and the ability to listen to comrades.
For teachers:
Training in special methods and techniques in conducting games and exercises for the development of auditory perception, phonemic hearing, development of rhythmic sense, speech breathing.
For parents:
Involving parents in correctional work with children with speech disorders
Introduce parents to the use of speech games to develop phonemic awareness at home.
Expected result:
For children:
Develop auditory perception
Formation of skills of perception of simple and complex rhythms
Differentiation of sounds by sonority - deafness, hardness - softness
Perform sound-letter analysis and word synthesis
Divide words into syllables
Know the letters of the Russian alphabet.
For teachers:
Enrichment with the knowledge and skills necessary to carry out work on the development of auditory perception, phonemic hearing, performing sound and sound-letter analysis and synthesis of words, rhythmic sense and speech breathing.
For parents:
Enrichment, replenishment of knowledge and practical material necessary for the development of phonemic hearing in children.
Project addressees:
Children of the Kalinka preparatory group attending a speech therapy center with a pedagogical diagnosis of FFND, OPD level III
Group teachers
Parents
Forms of work
Project stages:
Diagnostic stage
Responsible teacher-speech therapist (September 15 days) speech therapy examination of children in the preparatory group
collection of anamnestic data about the child
child supervision
individual conversations with parents
parent survey
Main (project implementation) stage (September-May)
Conducted during the academic year.
Responsible teacher-speech therapist.
Month Educational area Purpose
Work with children
September for the game “Guess What I’m Doing”
“Guess where the woodpecker is knocking” “Attentive ears”
“Rhythm” Development of auditory perception, development of a sense of rhythm,
October d\game “Letter mosaic”
“Identify the sounds in the word”
“syllabic arithmetic”, “Look, don’t make a mistake!”, Isolating the first stressed vowel in a word, familiarization with letters, dividing words into syllables,
November d\games “Guess the sounds in a word”, “Find a syllable”, “Look at the letters”, “letter book”, Isolating the last sound in a word, getting to know the letters,
December games “Living Sounds”, “Hidden Letters”, “Telegraph Operators”, Position of sound in a word, familiarization with letters, dividing words into syllables
January games “Find a sound house for the word”, “Unravel the letters”, “Same and different”, Syllabic carriages”, Position of sound in a word, familiarity with letters, dividing words into syllables Differentiation of sounds by voicedness-dullness, hardness-softness
February games “Collect the word”, “The letters are hidden”, “ Delicious table“,” “Syllabic chain”, “Guess what sounds are in the word?”, “Gather a word” Position of sound in a word, familiarity with letters, dividing words into syllables Differentiation of sounds by voicedness-dullness, hardness-softness
March d\games “Sounds are visiting”, “Letters are hidden”, “Flower shop”, “Fishing rod”, “Helicopter”, “Name the sound” Position of sound in a word, familiarization with letters, dividing words into syllables Differentiation of sounds by voicing - deafness, hardness-softness
April d\games “Spread the words in houses”, “Guess what our names are”, “Collect the word”, “Sound ball” Position of sound in a word, familiarity with letters, dividing words into syllables Differentiation of sounds by sonority-dullness, hardness- softness
May Final lesson, photo exhibitionWork with teachers
September individual conversations about the peculiarities of the development and upbringing of children October Consultation: Sound analysis of words" Introduce the peculiarities of the formation of sound analysis in preschool children
November Master class “Development of the skill of sound-letter analysis Training in special methods and techniques for performing sound analysis
November “Features of the development of phonemic hearing in children. Interaction of speech-motor and speech-auditory analyzers" Introduction to the peculiarities of the formation of phonemic hearing in preschool children
Working with parents
September history taking, individual conversations Determination of the structure of a speech defect
October Master class “Development of sound-letter analysis skills Training in special methods and techniques for performing sound analysis
January Consultation “Phonological hearing is the basis of correct speech” Introduce parents to games that develop phonemic hearing
February School of speech development “Phonics lessons” Introduction to phonemes, training in sound-letter analysis
March Consultation “The most common mistakes made by adults when teaching children to read at home” Training parents in reading techniques at home
May Final lesson 3 Final stage
For children
Compiling a collective album “My Favorite Letter”
Individual notebooks “Little Literacy”
For teachers
Card file did. games to develop phonemic awareness
For parents
Photo presentation “We are playing”
Conclusion:
Phonemic processes have formed in children
Teachers learned special techniques for developing phonemic awareness
Parents enriched and expanded their knowledge on the development of phonemic hearing in children.
Appendix No. 1
Work with children
PERSPECTIVE PLAN OF DIDACTIC GAMES FOR THE DEVELOPMENT OF PHONEMATIC HEARING FOR CHILDREN 6-7 YEARS OLD
Compiled by a speech therapist
Karavanova Irina Anatolyevna
No. Name of the game Didactic task Game material Literature
Preparatory stage
development of auditory perception
1. "Guess what I'm doing"
Development of auditory perception A bunch of keys, water in a bottle, harmonica, newspaper The speech therapist shows objects and performs actions with them. Invites the children to turn away, performs an action with the object and invites the children to guess - what rattled, rang, rustled?
2. “Guess where the woodpecker is knocking” Development of auditory perception, development of orientation in space Woodpecker toy, blindfold. Children with their eyes closed guess the direction of the woodpecker's knock.
3. “Attentive ears” Teach children to listen and understand the sounds of the world around them (birds singing, splashing water, the sound of the wind, etc.) Audio cassette 4. “Give me a word” Various poems familiar to children 5. “Who woke up Mishka?” Teach children to listen purposefully to surrounding sounds, perceive them and distinguish them. Toy Bear L.F. Fomina from 18
6. “Rubble” Development of auditory attention, learning to determine which words make sense and which do not. Speech material by Sokolov
Vasilyeva
From 25
7. “Find a pair” Exercise children in selecting words that differ from each other in one sound. The disk is divided into 2 parts.
Subject pictures: scythe-goat, firewood-grass, reel-reel, fishing rod-duck, etc. Shvaiko
C 53
Games to evaluate and play
8. “Rhythm” Wooden sticks, one for each child. The speech therapist taps out a simple rhythm with pauses and asks the child to repeat.
9. “Tap the rhythm according to the pattern” Teach children to tap the rhythm, observing pauses between claps Cards with a rhythmic pattern The child taps the rhythm card
10. “Names and Rhythms” Teach children to tap out the rhythm, observing the stressed syllable in the word, write down the rhythm pattern Plane pictures of boys and girls, chalk, board Shvaiko G.S.
11. “Guess our names by the rhythm” Exercise children to correlate the desired name with the rhythm pattern Plane pictures of boys and girls, rhythm patterns M.A. Mikhailova from 44
12. “Walk” Development of a sense of rhythm Musical hammers according to the number of players (instead of a hammer you can use a tambourine, wooden spoons, etc.) M.A. Mikhailova from 45
13. “Identify the card by rhythm” Teach children to correctly find the desired rhythmic pattern using the clap (or tapped rhythm) Cards with a depicted rhythmic pattern, children's musical instruments (drum or tambourine, musical hammer, etc.)
Prize chips of M.A. Mikhailov from 48
14. “Listen and repeat” Teach children to reproduce the rhythm with two pauses. Musical instruments (drum, tambourine, wooden spoons, etc.) The speech therapist clap the rhythm with 2 pauses and asks the child to repeat.
15. “Tap the rhythm” (“Morse code”) Reproduction of a rhythmic pattern according to verbal instructions Musical instruments The child, according to the verbal instructions of the speech therapist, taps the rhythm that will be given to him through the verbal instructions
Main stage
d/formation games phonemic analysis and synthesis
16. “Identify the sounds in a word” Teaching children the sound analysis of words Chips for designating sounds, strip diagrams of the sound composition of words, L.E. pointer. Zhurova,
N.S. Varentsova from 16
17. “Guess the sounds in the word” The same Chips of three colors, stripes-schemes The speech therapist names the word by sounds and the child guesses the word
18. “Living sounds” Strengthen the ability to conduct sound analysis of words Chips of three colors, picture by L.E. Zhurova, N.S. Varentsova from 20
19. “Sounds come to visit” Ability to perform sound analysis of words consisting of two sounds Schemes of the sound composition of words, chips for designating Sokolov’s sounds
Vasilyeva
20. “Match a word to a diagram” The ability to navigate the sound structure of a word consisting of 3 sounds Schemes of the sound composition of words, object pictures Children are given cards with sound diagrams of words, the child must choose a picture that corresponds to the sound scheme
21. “Find a sound house for the word” The same circle, divided into four parts. In the center of the circle there is a sound diagram of the word 22. “Let's build a pyramid” Exercise children in determining the number of sounds in words Drawing a pyramid of squares. At the bottom there are five squares, then four, three and two. Subject pictures consisting of 2 to 5 sounds (eg: mustache, catfish, porridge, bag) 23. “Gather a word” Determining the first sound in words and composing words from the selected sounds (three or four) Cards with pasted pictures. On each card (for example: flour, aster, bun, poppy) a guessing word is pasted on the back of the card) The speech therapist names the word by sounds: m-u-h-a
Note: at the beginning, words consisting of two, then three sounds are composed, then words consisting of four sounds with open words; as the material is mastered, words with a combination of consonant sounds are introduced.
24. “Guess what our names are?” Strengthen the ability to identify the first sound in words and compose words from the highlighted sounds (three to four), practice reading words of three to four letters. Table with images of children: girls and boys (four to five). There are 4-5 long pockets on top for subject pictures, and pockets on the bottom for letters. Subject pictures and cards with letters. G.S. Shvaiko from 43
D/games and exercises for isolating a separate sound in a word, determining the position of a sound in a word
25. “Find pictures that begin with a sound...” Practice identifying the first sound in a word Object pictures 26. “Identify the first sound in a word” Strengthen the ability to identify the first sound in a word Cards with object pictures on each card there are six images. The combination of items on the card may be different. Objects, names that begin with vowels.
Items whose names begin with consonants that are easy to pronounce.
Pictures of whistling and hissing sounds: different tricks colors - red, blue, green; chips with the image of a ringing and crossed out bell (to differentiate voiced and unvoiced sounds). G.S. Shvaiko from 42
27. “Chain of words” Exercise children in identifying the first and last sound in a word Cards with object pictures (pencil-cabinet-flag-bush-axe-rocket-bus-bitch-key-kettle-cat-pineapple-catfish-mac-crocodile -onion)
G.S. Shvaiko from 44
28. “Find the place of the sound in the word” Exercise children in the ability to find the same sound in the name of objects and determine the position of the sound in the word Cards with object pictures, on each card there are three pictures with the same sound in the name, e.g.: poppy, stork, hand, but with different positions in the word
Chips-diagrams depicting the position of the sound in the word by G.S. Shvaiko from 46
29. “Match the word to the diagram”
1 option
Option 2 Exercise children in the ability to determine the position of a sound in a word; differentiation of whistling and hissing sounds in words
Is the same; practice independently inventing words with a given sound, focusing on the sound pattern Cards with three sound patterns in words (one cell is shaded at the beginning, end and middle of the pattern), object pictures whose names contain the sounds “s” and “sh”
Same
G.S. Shvaiko from 46
G.S. Shvaiko from 47
30. “Who lives in the house?” Exercise children in selecting words with a certain sound, activate the vocabulary on the topic “animals” Flat houses with four windows, in the attic there is a window for a letter; object pictures depicting animals.
k- cat, goat, rabbit, kangaroo;
s- elephant, dog, magpie, fox;
h- hare, zebra, goat;
ts - chicken, heron, hen;
g- giraffe, crane, hedgehog. G.S. Shvaiko from 47
31 “Collect a bouquet” Exercise children in distinguishing a given sound in words, fixing the name of the color Cards with vases. The vases contain stems with flower heads made of velvet paper attached to the ends. The vases have pockets for letters. Multi-colored flowers cut out of paper. Flowers with sounds: s – blue, lilac, red, gray; l – blue, white, violet, green, yellow; r – red, pink, orange, lilac, gray
G.S. Shvaiko from 51
32. “Builders” Teach children to come up with words with the sounds “r” and “ry” A sheet of paper, a felt-tip pen or a board and chalk Zhurova p. thirty
33. “Broken TV” Teach children to identify the vowel sound in the middle of a word by silent articulation. Speech material: words consisting of three sounds (poppy, onion, smoke, juice, peace, etc.); chips with symbols of sounds or letters. The speech therapist declares himself a speaker. The TV sound is broken. Shows articulation of vowel sounds, and then pronounces short words, naming the first and last sounds, and the vowel - silent articulation.
34. “What vowel sound is hidden in the word?” Teach children to identify the vowel sound in the middle of the word and relate it to the letter Cards divided into two parts. At the top of the card are depicted objects whose names have one vowel sound in the middle of the word (moss, catfish, smoke); at the bottom there is space for letters, letters. The child is asked to look at the pictures, identify the vowel sound in the words and put a letter under each picture.
35. “Who is bigger?” Exercise children in coming up with words for a given sound Chips, prizes Children come up with words for a given sound
Didactic games for differentiating sounds
36. “Tim and Tom” Exercise children in distinguishing by ear and in pronunciation of hard and soft consonants Two plane pictures depicting little men in blue and green hats; object pictures starting with paired consonant sounds according to hardness - softness (eg: p-p) Bugrimenko from 17
37. “Distribute the words into houses” Teach children to differentiate consonant hard and soft sounds Flat houses with four windows. On the attic window there are symbols of the consonants of hard and soft and soft sounds. Subject pictures whose names begin with paired consonant sounds of hardness and softness. Pictures with a certain sound are populated in the houses.
Note: this game can also be used to differentiate sounds by voicedness and deafness. Symbols indicating voicedness and deafness are inserted onto the attic window in the houses.
38. “Match a diagram to the word” Strengthen the ability to determine the position of a sound in a word Cards with images of various objects that include the same sound, but in different positions (beginning, end and middle of the word); card diagrams depicting the position of a sound in a word Cards with pictures at the top. At the bottom there is a place for laying out a strip diagram with the position of the sound
39. “Fishing Rod” Exercise children in differentiating sounds…. Subject pictures
fishing rod, symbolism of differentiated sounds Children use a fishing rod to catch pictures from the right sound
40. “Wonderful bag” Same Object pictures, toys, wonderful bag, prize chips By taking toys out of the bag, children determine the first or last sound in a word.
41. “Who will pack their things faster?” To train children in differentiating the sounds s-sh A large map with two suitcases in the middle. Drawn in a circle are items of clothing whose names contain the sound “s” or “sh”. Between the objects there are circles from one to four; chips of different colors, square cube of different colors or with letters
“s” and “w” G.S. Shvaiko from 49
42. “Shop” Exercise children in differentiating sounds
“r” and “l” “s” and “w” Shelf cards divided into two parts. In the upper part there is a place for goods (subject pictures) in the lower part for money. Money paper cards with letters
“r”, “m”, “s”, “w” G.S. Shvaiko from 50
43. “Helicopter” Differentiation of sounds in pronunciation Two circles fastened together in the center. On one there are pictures with differentiable sounds; on the second there is a triangle cut out with Children, turning the helicopter, call pictures 44. “Sound ball” Differentiation of consonant sounds by hardness and softness Multi-colored ball 45. “Name a pair” Strengthen the ability to distinguish between paired hard and soft sounds Zhurov’s ball p. 48
Didactic games aimed at teaching syllabic analysis and word synthesis
46. “Telegraphists” Teach children to clap rhythmically two and three complex words with open syllables, coordinate hand movements with speech Children clap words according to the instructions of the speech therapist
47. “Living syllables” Teach children syllabic analysis of two-syllable words by Gadasin from 37
48. “Let’s build a pyramid” Exercise children in the ability to count the number of syllables in words, correctly name each syllable A pyramid of squares in three rows: down three squares for three-syllable words, above two squares for two-syllable words, at the top one square for one-syllable words .
Subject pictures: catfish, beetle, crayfish, goat, vase, crow, etc. G.S. Shvaiko from 56
Note: this game can be used on various topics: for example: birds, animals, transport, etc.
49. “Flower Shop” Exercise children in dividing words into syllables, activate vocabulary on the topic of flowers. Subject pictures depicting flowers, which consist of two, three, four syllables; number cards “money” with two, three, four circles, typesetting canvas by G.S. Shvaiko with 57
50. “Let’s plant flowers in the flowerbed” Exercise children in the ability to divide words into syllables. Development of self-esteem The same G.S. Shvaiko from 58
51. “Tasty table” Teach children to come up with words with a given number of syllables on a given topic, enrichment vocabulary Chips - prizes G.S. Shvaiko from 58
52. “Find your home for the word” Exercise children to divide words into syllables Subject pictures, syllable houses from one to four syllables 53. “Change the word” Teach children how to transform words by building up syllables Cards that depict an object are below cards are drawn with syllables in the form of squares. One square, two squares and three squares. 54.
"Divide the Word"
Strengthen the ability to independently divide words into syllables (words of different syllabic structures) and name each syllable separately
Cards on which subject pictures are pasted in the upper part, small pieces of Velcro are pasted at the bottom of the card under the pictures for sticking cards of patterns indicating the number of syllables; cards - diagrams with the number of syllabic squares (from one to four)
55. “Syllabic arithmetic” Develop the ability to perform syllabic analysis and synthesis, development of mental activity, enrichment and clarification of vocabulary. Speech material proposed by a speech therapist.
Chips are prizes. Sokolova
Vasilyeva from 93
Note: Unfamiliar words are clarified and explained during the game.
56. “Syllable chain” Strengthen the skill of dividing two, three, one-syllable words. Subject pictures with two, three and one syllables or toys in their names. 57. “Make sure you don’t make a mistake!” Teach children to come up with words using a given syllable, enriching their vocabulary. Chips are prizes. 58. “Find the syllable” Strengthen the ability to identify the first and last syllables in words, develop attention. Object pictures with two and three syllables in their names.
Chips. 59. “Relay Race” Teach children to come up with words for a given number of syllables Prize chips 60. “Shop” Strengthen the ability to divide words into syllables of different syllabic structures and correctly name each syllable separately at the request of the speech therapist Toys, “money” with syllable patterns (from one to four syllables) The speech therapist names the syllable of the intended word, the children guess.
61. “Feed the animals” Strengthen the ability to divide words into syllables, consolidate knowledge about eating animals Object pictures depicting animals (or toys), pictures depicting the food that these animals eat Didactic games for memorizing letters
62. Reading the fairy tale “Letter City” 63. “Letter mosaic” Development of visual perception, consolidation of the visual image of the letter Planar letters cut into 2-3 parts The speech therapist distributes the cut elements of the letters, which must be assembled and named the letter.
64. “Assemble a letter” Consolidation of the visual image of a letter, the ability to assemble a holistic image from several elements. Planar cut letters of large size, cut into two or three parts. The speech therapist distributes cut elements of letters that need to be assembled and called the letter.
65. “Restore the broken letter” Development of visual perception, development of graphomotor skills, memorization of letters Cards on which letters with missing elements are drawn. Pencils Children recognize the letter and complete the required element
66. “Techniques” The goal is the same See the game “Restore the broken letter” by S. Vasilyev from 20
N. Sokolova
67. “Letter Egg” Development of visual perception, development of fine motor skills Eraser, paper, pencil Children recognize the letter and add the required element to the letter that the “Letter Egg” “ate”
68. “Same and different” Learn to find common and different elements in two or three letters Cards with letters by S. Vasilyev from 18
N. Sokolova69. “Unravel the letters” Development of visual perception, teach children to see letters superimposed on each other and highlight them separately Cards with a graphic image of several letters superimposed on each other, the common elements of the letters should not coincide S. Vasilyeva from 19
N. Sokolova70. “Look at the letters” Development of visual perception, strengthen the ability to see letters superimposed on each other and having common elements of letters Cards with a graphic image of letters superimposed on each other with the coincidence of common elements S. Vasilyeva from 19
N. Sokolova71. “Who has the better memory?” Development of visual perception, prevention of optical dysgraphia, memory development Card with printed letters not in alphabetical order, pencils or S. Vasilyev’s chip p19
N. Sokolova72. “Cross out the wrong letter” Development of visual perception, skills Cards depicting letters in the correct and distorted form Cross out the incorrect spelling of letters
73. “Raise the right letter” Teach children to identify the vowel sound in the middle of the word and correlate it with the letter A card with twelve squares, in the upper part of which there are objects denoting monosyllabic words, in the lower part there are empty cells for laying out letters, letters, pencils 74. “The letters hid” Development of visual perception, the ability to see letters superimposed on each other N. Sokolova from 26
Appendix No. 2
Working with teachers
Consultation for teachers
“FEATURES OF PHONEMIC HEARING DEVELOPMENT IN CHILDREN. INTERACTION OF SPEECH MOTOR AND AUDITORY ANALYZERS"
Prepared by a speech therapist teacher
Karavanova I. A.
FEATURES OF PHONEMIC HEARING DEVELOPMENT IN CHILDREN. INTERACTION OF SPEECH MOTOR AND Speech-Auditory ANALYZERS
The formation of the pronunciation side of speech is a complex process during which a child learns to perceive sounding speech addressed to him and control his speech organs to reproduce it.
With normal speech development, the child does not immediately master standard pronunciation. The long journey of a child mastering the pronunciation system is due to the complexity of the material itself - the sounds of speech, which he must learn to perceive and reproduce. When perceiving speech, a child hears many variants of sounds, which, merging into syllable sequences, form continuous acoustic components. He needs to extract a phoneme from them, while abstracting from all the sound variations of the same phoneme and recognizing it by those constant distinctive features by which one is contrasted with the other.
If a child does not learn to do this, he will not be able to distinguish one word from another and will not be able to recognize it as identical. In the process of speech development, the child develops phonemic hearing - this is the ability to recognize speech sounds in the speech stream, because without it, according to N.I. Zhinkin, the generation (birth) of sounds is impossible.
At present, the problem of studying the features of the development of phonemic hearing in children remains insufficiently illuminated, although a lot has been written about it research work not only psychologists and linguists, but also physiologists. The works of researchers such as N.Kh. are of great importance for understanding many complex processes underlying speech perception. Shvachkina, N.I. Zhinkina, A.N. Gvozdeva, V.I. Beltyukova, D.B. Elkonina, L.E. Zhurova, A.N. Leontyeva, M.I. Lisina and others. The data of these authors show that phonemic hearing is especially intensively formed during early childhood. Considering the development of speech perception at an early age, N.I. Shvachkin, in his work “Development of phonemic perception of speech at an early age,” identifies two stages in the development of phonemic hearing:
I. stage - pre-phonemic II. stage – phonemic
Prephonemic stage
At the 3rd week, the newborn begins to react to the voice.
By 4 months, reaction to the voice and intonation of spoken speech.
By 5 months, the child grasps the general rhythmic, melodic structure of the word.
At 9-10 months - a reaction to the intonation and meaning of some words. From this time on, the self-learning mechanism begins to work.
From the age of 11 months, the child distinguishes contrasting sounding words ba-ba, pa-pa, ma-ma.
From 11-12 months, phonemic hearing begins to develop. At this time, phonemic hearing allows:
understand the speech of others;
imitate others;
establish a connection between words and objects.
Phonemic stage
By the age of 2, the child differentiates all speech sounds only by ear, and understands well the speech of an adult addressed to him.
By the age of 5-6 years, children already differentiate all sounds both by ear and in pronunciation.
Research by N.H. Shvachkin is confirmed by literary sources and other authors (M.I. Lisina, E.O. Smirnova, V.V. Vetrova, etc.)
In parallel with phonemic hearing, which carries out the operations of discrimination and recognition of phonemes, phonetic hearing also develops, which carries out “monitoring of a continuous stream of syllables.” Phonemic and phonetic hearing together make up speech hearing, which not only receives and evaluates other people’s speech, but also controls one’s own speech. Speech hearing is the most important stimulus for the formation of normalized pronunciation, which can only be carried out with coordinated work between the mechanisms of auditory control and reception on the one hand and control of speech movements on the other.
The functional unity of speech perception and speech production is mentioned in the works of N.I. Zhinkin, N.Kh. Shvachkina, V.I. Beltyukova, A.A. Leontieva and others.
Even during the birth of phonological theory, the largest linguist Baudouin de Courtenay pointed out that the structure of a phoneme is determined by both acoustic and motor components.
Investigating the patterns of development of children's speech, A.N. Gvozdev notes that the general course of a child’s assimilation of the sound side of speech is determined by the joint action of the auditory and motor spheres: “The auditory sphere is leading in the sense that, thanks to early development hearing, the child learns to distinguish various phonetic elements by ear; their exact auditory representations become a regulator for their development in his own pronunciation. But for their appearance in the child’s own speech, in addition to auditory ideas, articulatory skills are also needed... These skills are developed later, and with their development, sound elements freely enter into the child’s own speech. From this side, the development of the motor sphere turns out to be decisive for the entire course of mastering the phonetic aspect of the native language. A.N. Gvozdev “A child’s acquisition of the sound side of the Russian language”, Moscow 1948) Comparing the results of a study of the perception of sounds in normal and impaired hearing, as well as the patterns of development of phonemic hearing and the formation of the pronunciation side of speech in normal and pathological conditions, V.I. Beltyukov comes to the conclusion that in children suffering from speech impediments, phonemic hearing is under a certain influence of these deficiencies: sounds that are not differentiated in pronunciation are differentiated by hearing worse than disaggregated sounds. The dependence of the development of phonemic hearing on the activity of the speech motor analyzer is shown in the studies of V.K. Orfinskaya. Studying children with motor aphasia, she revealed in some of them selective violations of the phonemic system, manifested in difficulties in finding individual articulatory positions, in others - selective violations of phonemic analysis and synthesis, expressed in difficulties when switching from one articulatory position to another, in perseveration phonemes. A.R. Luria pointed out that the process of formation of the perception of sounds and speech hearing is carried out with the close participation of the articulatory apparatus and only in the process of active articular experience acquires its complete character.
Deviations in the development of the speech-auditory and speech-motor analyzers that arose before the onset of speech development or even during the period of its formation entail certain deviations in speech development (Beltyukov, Shvachkin, etc.)
First of all, this manifests itself in the formation of the sound and phonetic system.
At the same time, the greater the impairment of the speech-auditory analyzer, the greater the immaturity of the sound pronunciation system.
Thus, scientists believe that the perception of speech sounds and their pronunciation are two interconnected and interdependent processes that clarify and complement each other.
Conclusion:
Phonemic hearing develops by 2 years of age.
Phonemic hearing is ahead of expressive speech, i.e. First, hearing is formed, then understanding, and then expressive speech.
Phonemic hearing is the factor that brings the incorrect pronunciation of a sound to the norm, that is, it adapts the organs of articulation to the desired position.
The interaction of the speech-motor and speech-auditory analyzers is two interconnected and interdependent processes that clarify and complement each other.
The stronger the impairment of the speech-auditory analyzer, the greater the immaturity of the sound pronunciation system.

Teacher consultation
“THE INFLUENCE OF PHONEMATIC HEARING ON SCHOOL LEARNING”
teacher speech therapist
Karavanova I. A.
INFLUENCE OF PHONEMATIC HEARING ON SCHOOL LEARNING
A child’s readiness to study at school largely depends on the level of development of the phonemic aspect of speech. Most children with normal development by the time they go to school have already fully mastered the sound side of speech and the formation of phonemic processes. However, a certain proportion of children entering school have pronounced speech deficiencies, which affect not only the pronunciation side, but also the auditory differentiation of phonemes. A sign of phonemic underdevelopment in children is the incompleteness of the process of formation of sounds, distinguished by subtle, articulatory and acoustic features. This includes whistling - hissing sounds, voiced - unvoiced, hard - soft, sonorants, plosives and fricative sounds.
With phonemic underdevelopment, a number of features in the pronunciation of sounds are revealed. These difficulties manifest themselves in children in replacing one sound with another, simpler in articulation. So, for example, the sound “m” is replaced by the sound “s”. Or mixtures of sounds in speech. In some cases, the child uses sounds correctly, in others he substitutes them, for example, he says: “The braid has a fluffy tail.”
Underdevelopment of phonemic hearing negatively affects the formation of children's readiness for sound analysis and word synthesis. Due to the lagging development of phonemic hearing, its vocabulary is not replenished with words that include sounds that are difficult to pronounce. For the same reason, the grammatical structure of speech is not formed to the required extent.
With underdevelopment of phonemic hearing, many prepositions and unstressed endings words remain elusive for a child. Due to the underdevelopment of phonemic hearing and perception, it will necessarily lead to a writing disorder at school.
We find confirmation of this in the works of the authors: R.E. Levina “Writing impairment in children”, T.G. Egorova “Essays on the psychology of teaching children to read and write”, etc.
So A.F. Spirova provides interesting data indicating that schoolchildren with phonemic hearing impairments make, on average, 2-5 times more errors than students with normal speech.
For example, I.N. Sadovnikova identifies a group of specific errors (i.e. not related to the use of spelling rules):
phonemic perception errors;
sound analysis errors;
Phonemic awareness errors
The errors are based on difficulties in differentiating phonemes that have acoustic-articulatory similarities.
IN oral speech the undifferentiation of phonemes leads to substitutions and mixtures of sounds; a mixture of letters appears in writing. The most common errors concern whistling and hissing, voiced and voiceless, hard and soft, sonorators, and affricates.
Sound Analysis Errors
D.B. Elkonin defined sound analysis as the action of establishing the sequence of the number of sounds in a word (recognition of a sound among other phonemes and isolating its word in the initial position, as well as a complete sound analysis of the word).
The lack of formation of sound analysis actions manifests itself in writing in the form of omissions, rearrangements, and insertions of letters or syllables.
Thus, for a child in preschool age to successfully master literacy at school, it is very important to eliminate the underdevelopment of phonemic hearing and perception.
Conclusion:
Severe violations of phonemic hearing lead to the fact that the main semantic distinctive features of the phoneme suffer (hardness - softness, sonority - deafness), the child does not differentiate sounds and words, hence the vocabulary and grammatical structure of speech suffers.
The need for early correction of speech disorders in children associated with underdevelopment of phonemic processes, before entering school.
Master class for educators
“Development of sound-letter analysis skills in children of senior preschool age”
Material prepared
teacher speech therapist:
Karavanova I. A
Sovetsky
Slide No. 1
Master class for educators
“Development of sound analysis skills in children of senior preschool age”
Introductory part:
The sound side of speech early becomes the focus of the child’s attention. He notices the pronunciation features of other people, gives examples of incorrect pronunciation, and notices the difference in individual words. However, he cannot independently decompose words into sounds. This problem must be solved in literacy classes and purposefully developed in children the ability to perform sound (phonemic) analysis.
In the studies of F.A. Sokhin, L.E. Zhurova and their students, a sequence was developed for the formation of children's orientation in the sound form of a word.
Familiarization of children with the sound side of words begins in the primary and middle groups, when in the process of nurturing the sound culture of speech in exercises and speech games, they learn to clearly and clearly pronounce sounds, listen to the sound of words, distinguish similar and different words by ear (goat-braid ), pronounce them with different voice strengths and at different tempos. Children are taught to listen to the sound of poetry, to rhyming words, and to notice frequently occurring sounds. Through systematic work, children gradually master the meaning of the word sound. All this allows children to pay attention to the sound form of the word. This work continues in older groups. To do this, various methodological techniques are used aimed at highlighting sound and understanding its semantic role:
pronunciation of a word with intonation emphasis on sound (ZZZZZHuk, koSHSHShka, etc.);
listening to the sound of different words (long and short), invite children to measure the length of the word with their palms. when pronouncing a word, the child spreads his palms folded towards each other and pronounces the word, for the word “cat” - the palms are spread slightly apart, which means the word is SHORT, and for the word “turtle” - the palms are spread wide apart from each other, which means the word is LONG;
highlighting frequently repeated sounds in a poem. For example:
Sonya and Sanya are sleeping peacefully,
The dog and the cat sniffle in their sleep
catfish with mustache falls asleep
The owls are sleeping on the bitch,
comparison of synonymous words (the meaning of the words is close, but the sound is different: doctor-doctor);
comparison polysemantic words- homonyms (needle, key, etc.)
All this helps and prepares the child for the formation of ideas about the word as a unit of language and is the basis for subsequent learning to analyze its sound structure.
Slides No. 2,3,4
In children with speech impairments, due to objective reasons, by the age of 6 years, a conscious attitude to the sound side of the language is unformed. Therefore, correctional work to shift the child’s attention from the meaning of speech to its sound composition is important.
In older preschool age, the task is to develop in children the ability to perform sound (phonemic) analysis.
Slides No. 5,6,7,8,9,10
Sound analysis is the sequential selection of individual sounds in a word, determining the order of sounds in a word, distinguishing sounds according to their qualitative characteristics (vowel-consonant, hard-soft consonant).
The ability to identify sounds in a word is necessary for:
Reading training
Competent writing at school
Learning your native language
Slide No. 11
Before teaching children sound analysis, you need to play out the fairy tale “Turnip” in order to consolidate the idea of the formation of an ordinal series, the place of each object in relation to others. Who is first, who is second, etc. work out synonyms with children: “first” - “at the beginning”, “last - at the end”, “middle”. Slide No. 12,13
At the first stage of work on teaching sound analysis, cards with a picture of the word being analyzed and the sound diagram of the word (the number of sound cells) are used. At the beginning, gray chips are used to highlight sounds, and then red chips are introduced to highlight vowel sounds.
Slide No. 14,15,16
When getting acquainted with hard consonants and soft consonants, it is recommended to simultaneously analyze two words “Moon” and “Fox” in sound, which shows the meaningful function of consonant sounds. In the word “Moon” the first sound “L” is a hard consonant (blue chip), and in the word “Fox” the first sound “L” is a soft consonant (green chip). Slide No. 17
The material for sound analysis can be various items: these are chips of red, blue and green colors, paper clips, magnets, pebbles, buttons, pencils, clothespins, mosaics and various other items of red, blue and green colors.
Slide No. 18
First, words consisting of two or three sounds are used, then words of four and five sounds are introduced, depending on the child’s level.
It is not recommended to move on to sound analysis of complex words without mastering simple words (3-4 sounds)
Only after you have mastered the material from the previous lessons, move on to the next lessons.
Appendix No. 3
Working with parents
School of speech development
“PHONETICS LESSONS”
Tasks:
Teaching parents the skills of sound-letter analysis of words
Raise the level of teachers in the methodology of sound-letter analysis of words
Lesson #1 Speech sounds
Theoretical part
The word “phonetics” comes from the Greek phone – “sound”. The science of phonetics studies the sounds of language - their formation, functions, their behavior in speech.
The sound of speech is an articulate element of spoken speech, formed by the speech organs (lips, tongue, vocal cords). This is the shortest sound unit pronounced in one articulation. Sounds form words. We distinguish one word from another because they consist of different sounds. A word may differ in just one sound, but have a different meaning. Compare house and smoke, cat and whale. This is the main function of sounds - to distinguish one word from another. The sounds that help distinguish words are called “phonemes.” For example, let's take the word HOME. Replace the first sound in it. What word might it contain? Scrap, lump, catfish, volume and others. Now replace the second sound in the word HOUSE. What will come of this? Smoke, I'll give it. Let's try to replace the last sound. How many words did you get? Don, dol, dot, dot.
Thus, we change only one sound, but we get another word. And each of the sounds helps to distinguish words by meaning. Sounds have a meaningful function.
In Russian, phonemes are consonants and vowels.
To convey the exact sound of a word, special symbols in square brackets are used - phonetic transcription.
Example: the word “garden” sounds like “sat”, the word “water” sounds like “vada”.
Practical part
Games and exercises with phonemes for adults
“remove one phoneme”
Take out one phoneme from each word. Do this so that the remaining phonemes form a new word. Like this: a handful-guest, regiment, to your heart's content, paint, slope, screen, trouble, warmth.
"add a phoneme"
Add one phoneme to each word to make a new word like this: scarf ball. Chopping, gift, table, treasure, paw, mustache, vinegar.
"replace the phoneme"
In the proposed words, replace one phoneme with another to make a new word. Like this: walrus cake. Bun, paw, teeth, pussy, sand, jackdaw, eagle, mink, wedge, longing, light, log, frame. Lesson No. 2 Vowels and consonants
What are the sounds of speech? To answer this question, let's look at the diagram:
Speech sounds
Vowels Sonorants Consonants
Drums
Noisy Hard-soft Unstressed Voiced-voiceless Why are sounds divided in this way? Why do scientists distinguish vowels and consonants, and consonants are divided into sonorant and noisy, and the latter, also into voiced and voiceless?
This division is largely determined by the presence of voice and noise in speech sounds.
When sounds are formed, a tone is formed in the human larynx. Tone is a musical sound. Simply put, the voice.
The sounds of a language can consist only of tone - of voice. They have no noise at all. Then they are called vowels.
And they can consist of noise or noise with a voice. Then they are called consonants. Vowels are mouth openers. The louder we say them, the wider we open our mouths.
The consonants closed their mouths. Schematically, this can be represented as shown in the diagram
Vowel sounds
Consonant sounds Voice Sonorant Voiced noisy Noisy voiceless
Voice and noise
Voice and noise Noise
Typical mistakes of adults
It happens that during classes on pronunciation of sounds, an adult invites the child to come up with words starting with some letter. For example, for the letter B, for a child who does not yet know how to read, the task is not formulated correctly. After all, a letter is a written sign. To come up with a word starting with a letter, you need to imagine how it is written. Therefore, it is better to ask to come up with words that begin with some sound. But then the task should include the sound, and not the alphabetical name of the letter. If you want to hear words starting with the sound “B” from a child, then you need to pronounce the sound clearly and briefly, without any vowel “additions” like “E”.
Lesson No. 3 Hard and soft consonants
All sounds in the Russian language are divided into hard and soft consonants. How are they different from each other?
Is it possible to determine by touch whether a consonant sound is hard or soft? Of course not, because these names are conditional. Soft is the one in which the back of the tongue is additionally raised towards the palate. The passage through which the air flows narrows, and a sound called soft is obtained.
Most hard and soft consonant sounds form pairs. (g-g).
But there are sounds - loners who do not have a mate. The sounds ts, sh, zh are hard, the sounds y, ch, shch are soft.
Adult mistakes
Sometimes you can hear an adult asking a child: “What sound does the word “whale” begin with? and immediately answers: “Remember: with the sound “K.” this is mistake. In the word whale one can clearly hear the soft ky.
It is important to teach your child to distinguish between hard and soft consonants.
Questionnaires
Questionnaire for parents whose children attend a speech therapy center.

Child's name______________________________ ________________________________
Date and year of birth_______________________________________________
Home address and telephone number Mother's full name ___________________________________
Her place of work, profession, work phone number _____________________
Dad's name______________________________________________________________
His place of work, profession ___________________________________
work phone _______________________
Do you notice any difficulties in your child's speech? Which? __________
__
What is your attitude towards your child’s speech difficulties? ________
_______________________________________________________________

Data on the progress of speech development
When did your child develop babbling speech? __________________
Your child's first words: ___________________________________
Your child's simplest phrases: _____________________________________________
Extended speech of your child:__________________________________________
Which preschool educational institution did the child attend? __________________________
QUESTIONNAIRE
1 . . What activities in kindergarten does your child not like? Why?
________________________________________________________________
____________________________________________________________________________________________
2 What activities does your child like? ____________________________
_________________________________________________________________________
3. Has the child’s initial attitude towards learning in a speech therapy group changed? Which way? What contributed to these changes? _____________________________________________________
____________________________________________
4. What can you say about your child’s speech at the beginning of the school year?
Sound pronunciation ______________________________________________
Dictionary __________________________________________________________
Grammatical structure of speech (ability to construct a phrase)__ ___________________
________________________________________________________________
5. What changes are being observed now?
In sound pronunciation and speech development: ___________________________
________________________________________________________________
In preparation for literacy learning: ______________________________
6. Are you satisfied with the work of a speech therapist? If not, then what? ______________________________________________________________
For frontal and individual lessons: ______________________
_______________________________________________________________
Consultation work with parents: ____________________________
_______________________________________________________________
The relationship between the speech therapist (educator) and parents? _________________
_______________________________________________________________
Conducting open classes and parent meetings:
_______________________________________________________________
7. Has your attitude towards the speech therapy group changed?
_______________________________________________________________
8. Your comments, wishes, suggestions for working with your child at the speech center: _____________________________________________
Consultations
for parents
The most common mistakes
allowed by adults when teaching children to read
at home
The basis of learning to read is not the letter, but the SOUND. Before showing your child a new letter, for example M, you should teach him to hear the sound [m] in syllables and words. At home, both sounds and their corresponding letters should be named the same way - i.e. the way the sound sounds. Take, for example, the sound [m]. We pronounce it abruptly: M! And the letter M must be called the same: M! By no means EM! When speaking EM, we pronounce two sounds - [e] and [m]. This circumstance only disorients children. And one more thing: please do not mix the concepts of SOUND and LETTER when teaching a child to read.
The second serious mistake is teaching letter-by-letter reading, i.e. The child first names the letters of the syllable: M! A! - and only after that the syllable itself is read: MA. This skill of incorrect reading is very persistent and is corrected with great difficulty. Correct reading is reading in syllables (of course at the initial stage). And at the beginning of learning, let the child read (stretch) the first letter of a syllable for as long as he likes until he figures out which letter is next: MMMA. (At the same time, the child moves the pointer from letter to letter.) If only he didn’t stop after the first letter! If only he could read the letters of the syllable together!
Prepared by a speech therapist teacher
Karavanova I.A.
How to help a child
what if he forgets, confuses, or writes letters incorrectly?
Does your child distinguish between “left” and “right”? The child must be able to perform tasks correctly: show your right ear, tell us what you see to your left, etc. If a child writes letters in the wrong direction, most often this is a consequence of unformed concepts of “right” and “left”.
Can your child put together pictures from 6 cubes? (If it is difficult, this is a consequence of the underdevelopment of visual-spatial analysis and synthesis.) Games with various “designers” and “builders” are very useful for the development of spatial concepts and visual perception.
To make it easier for your child to remember letters, the following techniques are recommended:
Letter coloring big size;
Modeling letters from plasticine by a child;
Cutting out a letter according to a contour drawn by an adult;
“Writing” with broad gestures all the letters being studied in the air;
Comparison of a letter and its elements with familiar objects and other letters;
A child tracing letters written by an adult;
Writing letters along a contour drawn by an adult;
Writing letters using reference points set by adults.
Prepared by a speech therapist teacher
Karavanova I.A.

Wonderful pouch
Place toys of different shapes into any cloth bag: ball, cube, car, rings, pyramid, etc. Invite the child to put his hand in the bag and find a round object (square, triangular) by touch. Questions: “What did you get? What figure does your subject resemble? What color is the object? Encourage your child to talk about the subject as much as possible. Help your child first, then let him tell everything on his own.
Can you drive or not?
Offer your child a box with pictures depicting vehicles, as well as other objects with the sound “s” in the name: sled, airplane, scooter, bus, trolleybus, table, chair, boot, etc. The child takes turns taking one picture out of the box, names the item depicted and says whether it can be ridden or not. Make sure children pronounce words correctly.
Rain
Tell your child that when it rains, the drops hit the roof. Pronounces “drip-drip-drip” at a moderate pace. And when the rain just begins, its drops fall rarely and knock differently (pronounces “drip...drip” slowly, stretching out a little, with pauses). If it is raining heavily, the drops knock on the roof like this: “drip-drip-drip” (pronounced at an accelerated pace). An adult offers to determine by ear what type of rain it is and says “drip-drip-drip” at different tempos. Make sure that the child is attentive and accurately determines by ear the speed of pronouncing the sound combination. And then he correctly reproduced these sound combinations independently at a given pace.
Prepared by a speech therapist teacher
Karavanova I.A.
9. Classes should be short and not cause fatigue or satiety. It is advisable to inform your child about what tasks he will do tomorrow.
10. Call all consonant letters as sounds. For example, not
[ve] or [em], and [v] or [m].
11. Do not rush to move on to the next task if you are not sure that the child has mastered the material from the previous one
12. It is necessary to support the child’s desire to study, stimulate him to further work, encourage success, teach him to overcome difficulties.
We wish you success!
REMINDER FOR PARENTS
“When working with a child, remember...”

Dear parents!
The success of speech therapy work largely depends on the participation of parents in the process of overcoming a speech defect. When organizing classes with your child on the instructions of a speech therapist at home, remember:
1. To consolidate the results of speech therapy work, your children need constant homework.
2. Classes should be regular, entertaining, not forced, and not turn into additional study hours.
3. Classes can be conducted during walks and trips. But some types of activities require a calm business environment, as well as the absence of distractions.
4. Class time (15 – 20 minutes) should be fixed in the daily routine. Regular study time disciplines the child and helps him master the educational material.
5. It is necessary to determine who exactly from the adult environment of the child will work with him according to the instructions of the speech therapist; it is necessary to develop uniform requirements that will be presented to the child.
6. When receiving an assignment, carefully read its contents and make sure that you understand it. In cases of difficulties, consult with a teacher or speech therapist.
7. Select visual or gaming material that you will need for classes. Think about what material you can make together with your child.
8. It is necessary to teach the child to complete tasks independently. You should not rush to show how to complete a task, even if the child is upset by the failure. Help for the child must be timely and reasonable.
Consultation for teachers and parents
“SOUND ANALYSIS OF THE WORD”
Karavanova I. A.
teacher speech therapist
Sound analysis of words
We are surrounded by a world full of different amazing sounds. All we hear and all we say are sounds. It is very important that the child understands the sound structure of speech. This is necessary for learning to read, write correctly at school, and to study their native language.
Sound analysis is:
– determining the order of sounds in a word;
– highlighting individual sounds;
– distinguishing sounds according to their qualitative characteristics (vowel - consonant, hard - soft).
During classes, the child listens attentively to words and sounds, determines the place of the sound in a word, distinguishes between hard and soft consonant sounds by ear, and selects words for a given sound.
Then children get acquainted with materialized models of words (schemes). Here they learn to identify all the sounds in a word in order and model words.
During the learning process, children consistently master the analysis of words that are increasingly complex in structure. They learn to listen to the sounds of speech, distinguish between stressed and unstressed vowels, compare words according to sound patterns, find similarities and differences, etc.
With the help of entertaining moments, try to maintain a strong interest in classes, a desire to learn new things and acquire knowledge and skills. A child can make diagrams of words not only with the help of cards, but also with the help of small buttons and toys of appropriate colors, which promotes the development of finger muscles (fine motor skills). Additional stress on small muscles if buttons are stored in a transparent bottle or jar with a screw cap that the baby needs to open or close independently.
Multi-colored tokens develop and strengthen memory, train finger muscles.
It is not recommended to move on to sound analysis of complex words without mastering simple words. Only after you have mastered the material from the previous lessons, move on to the next lessons. After completing all the exercises on all topics, the child begins to read in whole words, which makes it easier for him to understand lexical meaning words and promotes speech development.
Conventions for schematically performing sound analysis of words:
hard consonant
soft consonant
vowel
Remember!
Always soft sounds: Ch, Shch, Y
Always hard sounds: Ш, Ж, Ц
The letters b and b do not make sounds.
Sample sound pattern of a word:
FLY KETTLE PHONE

How to perform sound analysis
This flower is called poppy. Repeat this word.
MMMAC - tell me how I am. What is the first sound in this word? Is it a vowel or a consonant? Take the token that represents the consonant sound and place it under the picture.
MAAAK - tell me how I am. What sound do you hear after M? What sound is this? Take the token that represents the vowel sound and place it after the M.
MAK (the sound K is emphasized) - what is the last sound in this word? Is it a vowel or a consonant? Take the token that represents the consonant sound and place it after the A sound.
– Name all the sounds in the word MAC in order.
– Where is the sound A: at the beginning, end or middle of the word?
– What is the first sound in the word MAC? What is the last sound in this word?
– Name the vowel sound in the word.
– Name the consonant sounds in the word.
– How many sounds are there in the word MAC?
Literature
Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children - St. Petersburg: Childhood - Press, 2000.
Vasilyeva S.A., Sokolova N.V. Speech therapy games for preschoolers - M: School - Press, 1999.
Kozyreva L.M. Speech development. Children from birth to 5 years old Yaroslavl: Development Academy, Academy Holding, 2001.
Kolesnikova E.V. Development of sound-letter analysis in children 5-6 years old. Scenarios for educational and game activities for the workbook “From A to Z” - M: Yuventa 2001;
Special course: “Teaching preschool children to read and write” / L.E. Zhurova, N.S. Varentsova, etc./ Ed. N.V.Durova.-M.: A.P.O. 1994
Filicheva T.B., Chirkina G.V., Preparing children with general speech underdevelopment for school in a special kindergarten: In 2 hours. Parts 1,2. – M: Publishing house “Alpha”, 1993.
Shvaiko G.S., Games and play exercises for speech development: A book for kindergarten teachers: From work experience. Ed. V.V. Gerbovaya – 2nd edition rev. – M: Education, 1998.
Yashina V.I. Studying the level of speech readiness of children for learning at school / Special course: Diagnosis of children's readiness for learning at school. M.: Association "Vocational Education" 1994

Practical significance of the work: the presented system of game tasks and projects can be used by speech therapists, teachers of preschool educational institutions in the process of correctional speech therapy and general educational work on the development of children. Relevance: Work on the development of phonemic awareness in children with speech disorders has great importance for mastering correct sound pronunciation and for the further successful education of children at school.

Objectives: - to consider modern approaches to the study and correction of phonemic perception disorders in preschool children with phonetic-phonemic disorder (PPD); - systematize and expand the system of gaming techniques for the formation of phonemic hearing and perception, taking into account the developmental characteristics of children with FFN; - develop in children a conscious interest in their native language and its laws, directing their attention to the external, sound side of speech based on didactic games and exercises; - to form correctional and speech therapy competence of parents and teachers on the development of phonemic perception in preschool children through the implementation of the “Phonics for Preschoolers” project. Goal: to improve the system of correctional and speech therapy work on the development of phonemic perception in children with speech disorders.

Theoretical study of phonemic perception in children with FFN With the development of speech therapy science and practice, physiology and psychology of speech (R.E. Levina, M.E. Khvattsev, N.X. Shvachkin, L.F. Chistovich, A.R. Luria and etc.) it became clear that in cases of violation of the articulatory interpretation of an audible sound, its perception may deteriorate to varying degrees. R. E. Levina, based on a psychological study of children’s speech, came to the conclusion about the critical importance of phonemic perception for the full assimilation of the sound side of speech. It was found that in children with a combination of impaired pronunciation and perception of phonemes, there is an incompleteness of the processes of formation of articulation and perception of sounds, distinguished by subtle acoustic-articulatory features. These children belong to the category of children with phonetic-phonetic speech underdevelopment

Stage 1 - recognition of non-speech sounds. Stage 2 - distinguishing the height, strength, timbre of the voice on the material of identical sounds, combinations of words and phrases. Stage 3 - distinguishing words that are similar in sound composition. Stage 4 - differentiation of syllables. Stage 5 - differentiation of phonemes. Stage 6 - development of basic sound analysis skills. Stages of work on the formation of phonemic perception in preschool children with FFN

Games aimed at developing phonemic awareness help children develop a focus on the sound side of speech, develop the ability to listen to the sound of a word, recognize and isolate individual sounds, distinguish sounds that are similar in sound and pronunciation “Sound Lotto” “Choose pictures with the desired sound”

Didactic games are carried out differentially, depending on the degree of impairment of phonemic perception, on the characteristics of symptoms, on individual psychological characteristics children. “Sound wheels” “Identify the first sound in a word” “Singing sounds” “Sound balls”

Educational project for children of senior preschool age “Phonics for preschoolers” Plan of activities for the project “Phonics for preschoolers” 1. Evening of riddles “Singing sounds” (riddles - answers to vowel sounds). 2.Competition “Make a letter yourself” (production of three-dimensional letters by parents and children). 3.Integrated lesson “Birthday of the letter Sh.” 4. Workshop for parents “Phonetic serpentine” (games based on phonemic material. Consultation for parents “Developing phonemic awareness.” 5. Information in the corner for parents: “Phonetics is...”; “Crib sheet for parents”; “Developing phonemic hearing” Toy library “Kaleidoscope of Sounds”: Individual presentations of selected sounds by children

1. Systematization and replenishment of the base of didactic games for the development of phonemic hearing and perception. 2. Positive dynamics in the correction of speech disorders. 3. Increasing the interest, activity, and creative participation of parents in the lives of their children, strengthening the cooperation of gymnasium teachers and families in preparing future first-graders for school. Results of work

Introduction

Normal speech development of a child is possible only if all analytical systems are intact, including auditory perception. But the mere presence of the sensory ability to perceive sound is not enough to perceive speech, since the speech of others is an extremely complex formation in its composition, which makes it difficult to perceive. For the development of all components of speech activity, a sufficient level of development of phonemic perception is necessary, on the basis of which the child subsequently forms phonemic ideas about the sound composition of the language. Well-developed phonemic perception allows the development of clear diction-mobility and subtle differentiated work of the articulatory organs, ensuring the correct pronunciation of each sound. Consequently, the formation of the sound system of speech and the assimilation of the grammatical structure of speech depend on the level of development of phonemic perception. In turn, the development of the sound side of the language is a prerequisite for learning to read and write, namely reading and writing. The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds the word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for learning to read and write. Consequently, successful learning to read and write requires the development of phonemic awareness and the formation of sound analysis skills. A low level of development of phonemic perception prevents children from mastering vocabulary and grammatical aspects to the required extent, and inhibits the development of coherent speech. Underdevelopment of phonemic perception, in particular phonemic analysis and synthesis, leads to profound changes semantic structure language, and, above all, to a violation of the meaning and objective relevance of the word. Phonemic perception, being one of the basic links of speech activity, also provides other types of mental activity of the child: perceptual, cognitive, regulatory activity, etc. Thus, timely development and high-quality work on the formation of phonemic perception is crucial for the normal development of speech in general.

The study of the formation features, causes, manifestations and consequences of phonemic perception disorders has long attracted the attention of researchers. Thus, phonemic perception was the subject of research by E.F. Sobotovich, V.I. Seleverstova, V.K. Orfinskaya and others. The problem of the development of phonemic functions in ontogenesis was dealt with by such researchers as V.K. Orfinskaya, N.Kh. Shvachkin, R.E. Levina, V.I. Beltyukov and others. On the connection between phonemic perception and higher forms cognitive activity was indicated by D.B. Elkonin. The influence of phonemic perception on the formation of phonemic representations and the role of attention and memory in this process were considered in their works by N.Kh. Shvachkin, A.I. Maksakov and others. According to T.V. Akhutina, L.S. Tsvetkova and other researchers, the immaturity of phonemic perception ranks high among the reasons leading to educational maladjustment in school-age children, which manifests itself in the form of persistent phonemic dyslexia and acoustic dysgraphia.

R.E. As a result of her research, Levina identified the stages of formation of phonemic perception; in addition, she studied the features of phonemic perception in children with general speech underdevelopment (GSD). The complexity of this disorder lies in the fact that all components of speech activity in children are impaired, including phonemic perception. Deficiencies in the development of the processes of sound-letter analysis and synthesis cause difficulties for children with SLD in mastering writing and reading. Violation of phonemic perception causes difficulties for children with ODD in mastering vocabulary and grammatical structure of speech to the required extent, i.e. generally inhibits the development of coherent speech. Thus, the problem of developing phonemic perception in children becomes particularly relevant.

In the work on the formation of phonemic awareness in preschoolers with ODD, a variety of methods and means are used, such as didactic, speech, outdoor games, tasks, exercises, etc. The method of visual modeling is also used as an effective correctional tool when working with children with rhea underdevelopment. According to T.V. Egorova, A.N. Leontyev this method allows the child to visually imagine abstract concepts (sound, word, text) and learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is absorbed better than verbal.

One of the leading experts in the field of education of preschool children, N.N. Poddyakov rightly emphasizes that at the present stage of development of education it is necessary to give children the key to understanding reality, and not strive for an exhaustive amount of knowledge. In preschool age, a model can become a tool of cognition.

Problem Our research is to determine ways to improve correctional and pedagogical work aimed at developing phonemic awareness in older preschoolers with SLD. The solution to this problem determined the purpose of the study.

Target– carrying out correctional work on the formation of phonemic perception in older preschoolers with ODD in the process of using visual modeling.

An object research – phonetic-phonemic side of speech of preschool children.

Item research – the formation of phonemic awareness in older preschoolers with special needs developmental disabilities by means of visual modeling.

Hypothesis research is as follows:

In preschool-age children with OSD, the level of development of phonemic perception is lower than in children of the same age with normal speech development;

The low level of formation of phonemic perception is one of the important components in the structure of OHP;

In the process of correctional work, it is necessary to take into account the initial level of development of phonemic perception in children with OSD, as well as the characteristics of non-speech processes in children of this category;

The process of forming phonemic awareness in children with SLD will be more effective if visual modeling tools are used in correctional and speech therapy work.

Research objectives:

1. Analyze the psychological and pedagogical literature on the research problem.

2. To determine the level of development of phonemic perception in children of senior preschool age with ODD.

3. Develop a system of corrective measures for the formation of phonemic awareness in children with ODD.

5. Formulate conclusions and formalize the results obtained in the form of a thesis.

Practical significance The research is that it makes additions to the practice of correctional pedagogical work with children with special needs. The developed set of classes, where visual modeling was widely used, can be used by speech therapists and educators in classes on the sound culture of speech, in the process of correcting sound pronunciation disorders, etc.

The study was carried out in three stages.

First stage: theoretical-analytical. At this stage, a theoretical study was carried out on the problem of the formation of phonemic perception in preschoolers with normal speech development and with SLD; Psychological and pedagogical literature was studied, existing developments and recommendations related to the research problem were analyzed; the purpose, objectives, object, subject, and hypothesis of the study were formulated.

Second phase: experimental. At this stage, a confirmatory experiment was organized and conducted, in which children with SLD of senior preschool age took part. Its results served as the basis for developing the plan and content of correctional work, i.e. directly formative experiment. Also at this stage, a control experiment was organized and conducted in order to determine the effectiveness of the correctional work carried out on the formation of phonemic perception in children of senior preschool age, as well as to confirm the hypothesis put forward.

Third stage: summary-descriptive. An analysis, generalization, and description of the research results were carried out, and conclusions were formulated.

Chapter 1. Scientific and theoretical aspects of the study of phonemic perception in preschool children with normal speech development and OHP

1.1. Characteristics of phonemic processes in preschool children

In modern pedagogical, psychological and methodological literature, the content of the concept of “phonemic perception” is revealed using terms such as speech and phonemic hearing.

According to G.V. Chirkina, phonemic hearing is a subtle, systematized hearing that allows you to distinguish and recognize phonemes of your native language. Phonemic hearing, being part of physiological hearing, is aimed at correlating audible sounds with their standards, which are stored in an orderly manner in a person’s memory. As the same author points out, phonemic awareness is the ability to distinguish phonemes and determine the sound composition of a word. It is this that helps answer the questions: how many syllables are in a word, how many sounds are there in it, which sound is at the beginning of the word, and which is in the middle and end of the word.

Phonemic hearing, according to L.V. Bondarenko,- this is the child’s ability to distinguish sounds in the speech of the people around him that perform a meaningful function; therefore, the basis for the formation of phonemic hearing is the unconscious analysis of the speech of the people around him. As L.V. points out. Bondarenko, if phonemic hearing had not been formed early enough, the child would not have been able to understand the speech of the adults around him addressed to him. To recognize a word means to find out what phonemes it consists of and in what sequence they appear in it.

Phonetic hearing, as L.A. writes. Piotrovskaya is the child’s ability to differentiate in his own speech sounds that are realizations of different phonemes of his native language; the basis for the formation of phonetic hearing is the comparison of his own pronunciation with the standard pronunciation of adults and the unconscious correction of his own pronunciation in the direction of maximum approximation to the standard.

Auditory differentiation of speech sounds allows you to distinguish words based on the perception of each phoneme that makes up the word. Some authors, for example, N.Kh. Shvachkin, L.F. Spirova, R.E. Levin call this function “phonemic perception”; others, such as M.E. Khvattsev, E.I. Isenina, A.I. Maksakov, - “phonemic hearing.” But the term “phonemic hearing” does not fully reflect the essence of this function: it assumes only an auditory component. At the same time, it has been established (V.I. Beltyukov, L.V. Bondarko) that the perception of speech sounds is carried out on the basis of auditory and pronunciation images of sounds, i.e. is sensorimotor in nature.

Phonemic analysis- This is the decomposition of a word into its constituent phonemes. The function of phonemic analysis is not only complex, but also multifaceted. VC. Orfinskaya highlights following forms operating with phonemes:

1) recognition of sound against the background of a word;

2) highlighting the first and last sounds from a word;

3) determination of the sequence, number of sounds, their place in a word in relation to other sounds.

The formation of phonemic analysis is associated not only with the state of gnostic-practical functions, but also with the evolution of higher forms of cognitive activity, as indicated by D.B. Elkonin. He notes that phonemic analysis is a successive process, which is a vulnerable prerequisite for intelligence and suffers even with mild residual organic lesions of the central nervous system.

Phonemic analysis is the extraction of sounds from the background of a word, the comparison of words based on the identified sounds, and the determination of the quantitative and consistent sound composition of a word. That is, during phonemic analysis, we not only recognize and distinguish words based on the perception of differences in their phonemic composition, but also turn your analytical consciousness to the sound composition of the word. Thus, the process of phonemic analysis is a more complex function. As a result of this, D.B. Elkonin, A.K. Markova, A.E. Olshannikova et al. consider phonemic analysis as a process of mental action.

Phonemic synthesis- this is a mental action to synthesize the sound structure of a word, merging sounds into a word. According to T.G. Egorov, the process of phonemic synthesis is not only not inferior in difficulty to phonemic analysis, but is much more complicated than analysis.

Based on phonemic perception and phonemic analysis, phonemic representations. In addition to the above processes, attention and memory play a large role in their development (N.Kh. Shvachkin, D.B. Elkonin, A.I. Maksakov, etc.)

So E.F. Sobotovich points out that phonemic awareness is the process of recognizing and distinguishing speech sounds. Based on the perception of phonemic differences in the composition of words, they are differentiated by meaning. However, when perceiving speech, words are not divided into their component parts and their sound composition is not realized. This gives grounds to classify the process of phonemic perception as a simpler gnostic function.

Under phonemic hearing V.I. Seliverstov understands a person’s ability to analyze and synthesize speech sounds, i.e. hearing, which provides the perception of phonemes of a given language, and under phonemic perception - differentiation of phonemes.

The problem of the development of phonemic functions in ontogenesis was dealt with by such researchers as V.K. Orfinskaya, N.Kh. Shvachkin, R.E. Levina, V.I. Beltyukov and others.

A child’s phonemic understanding of the sound composition of a language is formed on the basis of the acquired ability to hear and distinguish sounds (phonemic perception), identify sounds against the background of a word, and compare words by identified sounds (phonemic analysis). Since phonemic analysis, synthesis and representations are formed on the basis of phonemic perception, phonemic perception in the process of ontogenesis goes through certain stages of its development. VC. Orfinskaya, N.Kh. Shvachkin, R.E. Levina, D.B. Elkonin, L.E. Zhurova, E.N. Vinarskaya, V.I. Beltyukov, A.N. Gvozdev distinguish a different number of stages in the development of children’s speech, call them differently, and indicate different age boundaries for each stage. But it must be said that this division into periods is arbitrary and is introduced only for the convenience of studying the ways of development of children's speech.

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

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

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

N.Kh. shares the same opinion. Shvachkin. According to N.Kh. Shvachkin, the speech that a child hears is an extremely complex sound composition, a fluid and changeable process. Standing in front of the child Herculean task– to single out from the entire sound diversity of living speech those sound relationships that play the role of meaning distinguishers in language.

The child must perform a very complex operation of not only isolating, but also generalizing the pronunciation auditory features of speech sounds. The basis for a generalization can only be the semantics of the language itself. Due to the fact that the child’s communication is mediated by words, he, gradually mastering the meaning of the word, begins to generalize sounds, forming a word. Through the word, the child moves to phonemic perception of speech.

Thus, N.H. Shvachkin identified two periods in the development of children's speech. Speech of the first period is pre-phonemic, prosodic speech, speech of the second period is phonemic. The author determined that the sequence of sound discrimination there's talk from distinguishing contrasting sounds to distinguishing increasingly similar sounds. Not only hearing takes part in the development of phonemic perception, but articulation also has an influence. Thus, in the process of speech development, the speech-auditory and speech-motor analyzers closely interact with each other. Underdevelopment of the speech-motor analyzer inhibits the activity of the speech-hearing analyzer.

V.I. studied in detail the formation of phonemic functions in the ontogenesis of speech. Beltyukov. For example, he studied in detail the complexity of the interaction between speech motor and auditory analyzers in the process of developing phonemic hearing and explained it by the uniqueness of purely motor difficulties associated with mastering the articulation of certain phonemes and their differentiation in pronunciation. IN AND. Beltyukov experimentally proved that by the end of the second year of life, the phonemic hearing of a normally developing child is already formed, however, to master the correct pronunciation, the child needs at least the entire third year, and sometimes several years. In addition, the sequence of mastering the pronunciation of phonemes and articulatory oppositions only partly, mainly in relation to vowels, coincides with the sequence of the formation of auditory differentiations. That is, the implementation of the auditory images and phonemes accumulated by the child in his pronunciation depends mainly on the specific course of development of the analytical-synthetic activity of his speech motor analyzer, on those stages of purely motor difficulties that include mastery of the articulation of certain phonemes and the ability to clearly mark them in pronunciation from each other and from all other phonemes.

Research by V.I. Beltyukov give reason to believe that the cause of this phenomenon can be considered the unclearness of auditory perception, when the speech motor analyzer has an inhibitory effect on the auditory one. .

R.E. Levina identified the following stages in the formation of phonemic perception:

Stage 1. A complete lack of differentiation of the sounds of surrounding speech characterizes the pre-phonemic stage of development of linguistic consciousness and is accompanied by a complete lack of understanding of speech and active speech capabilities of the child.

Stage 2. Further, we can talk about the initial stages of phoneme processing, which is characterized by the differentiation of acoustically more distant phonemes and the undifferentiation of close ones. At this stage, the child hears speech sounds differently than we do. The language background of such a child corresponds to the sound images that he possesses and correlates with the capabilities of his perception. At this stage, the child’s pronunciation is incorrect, distorted, and corresponds to how he perceives speech.

Stage 3. This stage can be characterized by the fact that further shifts have occurred in the perception of surrounding speech. The child begins to hear sounds in accordance with the phonemic features found in the speech of others. Apparently, at this stage it is appropriate to talk about the existence of two types of linguistic background: the former tongue-tied and the formation of a new one.

Stage 4. In the fourth phase, new images of perception become dominant in the linguistic background. However, linguistic consciousness has not yet completely supplanted the previous form. At this stage, the child’s active speech reaches almost complete correctness, which is still unstable.

Stage 5. The fifth stage marks the completion of the process of phonemic development. The child hears and speaks correctly.

Thus, mastering sound speech, according to R.E. Levina, occurs on the basis of acoustic discrimination of phonemes and the establishment of those phonemic relationships that are formed in the process of speech acquisition.

Thus, phonemic awareness- this is a special mental action to differentiate phonemes and establish the sound structure of a word. In the formation of phonemic perception, the main role is played by the speech-auditory and speech-motor analyzers, as well as mental processes such as attention and memory. One of the most important conditions for the formation of sound pronunciation will be how the child perceives by ear and differentiates the phonemes of his native language. Children with good phonemic awareness begin to speak clearly early, as they clearly perceive all the sounds of our speech. And in children with underdeveloped phonemic perception, not only sound pronunciation suffers, but also speech understanding, since they cannot differentiate phonemes that sound similar, and words with these phonemes, for them, sound the same.

1.2. Features of the phonemic aspect of speech in preschool children with OHP

The formation of the sound side of speech during its normal development occurs in two interrelated directions:

Mastering the articulation of sounds (movements and positions of the speech organs necessary for pronunciation);

Mastering the system of sound features necessary to distinguish them.

Each language has its own phonemic system, where certain sound features act as signal and semantic features (phonemes), while other sound features remain unimportant (variants). The entire sound structure of a language is determined by a system of contrasts (oppositions), where a difference in even one attribute changes the meaning of the spoken word.

Differentiation of speech sounds, both during perception and pronunciation, occurs on the basis of isolating signal features and abstracting them from non-essential ones that have no phonemic meaning.

Researchers T.B. Filicheva and G.V. Chirkin identifies different variants of sound pronunciation defects:

1) undifferentiated pronunciation of pairs or groups of sounds. In these cases, for a child, the same sound can serve as a substitute for two or three sounds.

2) replacing some sounds with others that are simpler in articulation and therefore pose less pronunciation difficulty for the child. Usually sounds that are difficult to pronounce are replaced by easier ones, which are characteristic of early period speech development.

3) mixing sounds. This phenomenon is characterized by the unstable use of a number of sounds in different words. In some cases the child uses the sound correctly, in others he replaces the same sound with others that are articulatory or acoustically close. Moreover, instability increases in children’s independent speech.

The authors see this as evidence that such deviations in the formation of pronunciation are associated to a large extent with insufficient phonemic awareness. Highlighting signs that allow one to judge the insufficient level of development of phonemic perception, they note the following features:

1) children find it difficult to reproduce series of syllables with oppositional sounds, although in isolation these same sounds are pronounced correctly;

2) errors are made when isolating sounds from syllables and words, as well as when determining the presence of a sound in a word;

3) children have great difficulties when selecting pictures and coming up with words with a certain sound;

4) children have difficulty performing basic tasks related to identifying a stressed sound in a word;

5) recognition of the first, last consonant in a word, syllabic vowel in monosyllabic words is practically inaccessible to them.

The phonemic aspect of speech with OHP is characterized by the presence of numerous distortions of sounds, substitutions and displacements. The pronunciation of soft and hard sounds, hissing, and whistling is impaired, and there is a dissociation between the ability to correctly pronounce sounds in an isolated position and their use in spontaneous speech.

Difficulties in mastering the sound-syllable structure also remain typical. Often, when correctly reproducing the contour of words, sound filling, rearrangement of syllables, sounds, substitution and use of words are disrupted.

Children show insufficiency of phonemic perception, their unpreparedness to master sound analysis or synthesis.

Children with a disorder in the formation of phonemic processes experience general blurred speech, insufficient expressiveness and clarity. A.R. Luria emphasizes that highest category Phonemic hearing is the ability, formed under the influence of training, to identify sounds in a word and establish their sequence.

Phonemic disorders are characterized by the absence or replacement of sounds.

So G.V. Gurovets, S.I. Mayevskaya believes that the occurrence of phonetic-phonemic disorders is based on disorders of various levels and parts of the nervous system. Damage to the inferior frontal parts of the sensorimotor cortex leads to insufficient understanding of the speech of others. Speech activity is reduced, the vocabulary is poor, the phrase is short.

When the lower parietal parts of the sensorimotor region of the cortex are damaged, phonemic hearing is not formed, unstable sound substitutions, an accelerated rate of speech, impaired speech flow, and stumbling are observed.

When the superior temporal parts of the cerebral cortex are damaged, the sense of rhythm is grossly impaired, and it is difficult to combine speech with movement. With the development of large speech activity, substitutions and losses of syllabic elements, substitutions of sounds, rearrangements and omissions of words, and disruption of the rhythmic structure of words are observed.

R.E. Levina developed a periodization of manifestations of OHP: from the complete absence of speech means of communication, to expanded forms of coherent speech with elements of phonetic-phonemic and lexical-grammatical underdevelopment. Features of the sound aspect of speech and phonemic perception were also first presented in the works of R.E. Levina.

In children of the first level of speech development, the phonetic-phonemic aspect of speech is characterized by phonemic uncertainty and unstable phonetic design. The pronunciation of sounds is diffuse in nature, which is due to unstable articulation and low auditory recognition capabilities. Such children may have significantly more defective sounds than correctly pronounced ones.

In the pronunciation of children of the first level of speech development, only vowels - consonants, oral - nasal, plosives - target are opposed to each other. Phonemic development is in its infancy: the task of isolating individual sounds for children with speech development is inconsistent and impossible.

The phonetic and phonemic side of the speech of children of the second level of speech development is characterized by the presence of many distortions, substitutions and displacements; They have impaired pronunciation of soft and hard sounds, hissing, whistling, affricates, voiced and voiceless. At the same time, children can pronounce sounds in an isolated position correctly. Errors occur during spontaneous pronunciation.

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

Children of the third level of speech development are characterized by undifferentiated pronunciation of sounds, when one sound simultaneously replaces two or more sounds of a given or similar phonetic group. In addition, sounds that are complex in articulation are replaced by simple ones.

Such children exhibit unstable substitutions, when sounds are pronounced differently in different words, and displacements, when in an isolated position sounds are pronounced correctly, but in a sentence they are interchanged.

There are errors when conveying the sound content of words - rearrangements, abbreviations and replacements of sounds and syllables, especially when consonant sounds are combined.

Phonemic underdevelopment of children in this group is manifested in the immaturity of the processes of differentiation of sounds. Underdevelopment of phonemic perception is noted when performing elementary actions of sound analysis - when recognizing a sound, coming up with a word for a given sound.

Thus, the phonemic aspect of the speech of children with ODD is not sufficiently formed, the mechanism of violation of the phonemic aspect of speech is not the same in them, and the symptoms of manifestations of defects are different.

1.1. The role of visual modeling in correctional and developmental education

The modeling method was first developed by teachers and psychologists: D.B. Elkonin, L.A. Wenger, N.A. Vetlugina, N.N. Poddyakov. It consists in the fact that a child’s thinking is developed with the help of special schemes, models, which in a visual and accessible form reproduce the hidden properties and connections of a particular object. Many preschool teaching methods are based on the use of visual models. For example, the method of teaching preschoolers literacy, developed by D.B. Elkonin and L.E. Zhmurova, involves the construction and use of a visual model (diagram) of the sound composition of a word. This method is used in various modifications both in teaching normally developing preschoolers and preschool children with speech impairments.

Scientific research and practice confirm that visual models are a form of highlighting and designating relationships that is accessible to preschool children (Leon Lorenzo, L.M. Khalizeva, Yu.F. Garkusha).

Works by E.I. Shcherbakova, S.G. Eralieva proves the wide possibilities of using visual models in correctional education.

Using modeling, objective activity is organized and sensory experience is enriched. At the same time, visual-schematic thinking is activated, which can serve as a transitional step to the rudiments of logical thinking.

Scientists and practitioners have been studying the problem of developing phonemic perception, analysis and synthesis for a long time, using traditional and non-traditional methods. Unfortunately, writes N.V. Miklyaev, the effectiveness of this work leaves much to be desired. Speech therapists mainly use an educational approach to organizing the correctional and developmental process. The combination of a subject-environmental approach with a comprehensive thematic model allows us to apply methods for the development of phonemic awareness in a different way. Thus, it involves the formation of complex linguistic and intellectual orientations in the process of creating a three-dimensional image of a word, modeling integral and differentiated features of phonemes, which increases the efficiency of work on the development of phonemic analysis and synthesis. An analysis of the literature has shown that the visual modeling method is often used as a means of correcting the lexico-grammatical structure of speech. Visual modeling tools are also used in teaching preschoolers:

I will retell;

Compiling a descriptive story about individual objects;

Compiling stories based on a series of paintings, plot and landscape paintings;

Compiling stories from personal experience;

Storytelling (with elements of creativity).

At the same time, the visual modeling method contributes to:

Mastering the ability to highlight fragments of a picture that are significant for the development of the plot; determine the relationship between them and combine them into one plot;

Learning to compose descriptive stories based on a landscape painting.

The practice of speech therapy shows that the method of visual modeling can be used as an effective correctional tool. It allows the child to visually imagine abstract concepts (sound, word, text) and learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means; visual material is absorbed better than verbal material (T.V. Egorova, A.N. Leontyev).

Visual modeling is the reproduction of the essential properties of the object being studied, the creation of its substitute and work with it.

In the process of correcting violations of the syllabic structure of a word, modeling allows children to figuratively imagine the structure of a word, using substitutes for the syllables of which it consists, learn to determine the number of syllables, and relate the word to the syllabic pattern. Children are prepared to develop the skill of syllable reading.

When forming the lexical and grammatical structure of speech, the modeling method is used in all classes and involves developing the ability to analyze language material and synthesize language units in accordance with the laws and norms of the language. It allows the child to understand the sound of a word, practice using grammatical forms, clarify and generalize the concept of the type of objects and natural phenomena based on their essential features. It also helps to expand vocabulary and develop a sense of language.

When teaching coherent speech, modeling can be used to work on all types of coherent utterances:

Retelling;

Compiling stories based on a painting and a series of paintings;

Descriptive story;

Creative story.

At this stage, the visual modeling method contributes to:

Mastering the principle of substitution (the ability to designate characters and attributes of a work of art with substitutes), conveying an event with the help of substitutes;

Mastering the ability to identify fragments of a picture that are significant for the development of the plot, determine the relationship between them and combine them into one plot;

Forming the ability to create a special plan and develop it into a complete story with various details and events;

Learning to compose descriptive stories based on a landscape painting.

Thus, by visual modeling, psychologists understand a set of actions to build, transform and use a visually perceived system (scheme, abstraction, model), the elements of which are in a relationship of similarity to the elements of some other system. Modeling is based on the principle of replacing a real object, phenomenon, fact with another object, image, sign, symbol. The visual modeling method can be effectively used in the process of correcting general speech underdevelopment in preschool children.

Chapter 2. Corrective work on the formation of phonemic awareness in older preschoolers with ODD

2.1. The level of phonemic awareness in older preschool children with special needs development according to the data of the ascertaining experiment

At the stage of the ascertaining experiment, groups of children with normal speech development and with speech development disorder were assembled, and diagnostic tools were selected to determine the current level of development of phonemic perception. The examination of children was carried out for two weeks on the basis of the municipal budgetary preschool educational institution, Child Development Center No. 141. The study involved 10 children of senior preschool age with normal speech development and 20 children with OSD.

To achieve this goal at the stage of the ascertaining experiment, the following tasks were used, proposed by N.I. Dyakova in her work “Diagnostics and correction of phonemic perception in preschool children.”

I. Study of phonemic representations.

After hearing several short poetic texts: determine which sound occurs most often in the text (texts are presented regardless of the presence the right sound in speech):

4 points - isolated errors, but corrected independently;

3 points - mistakes are made, the text needs to be repeated;

2 points - part of the task is being completed, the help of a speech therapist is needed;

1 point - the task is not completed.

II. Study of the skill of reflected reproduction of series of syllables and words.

1. The child is offered a series of syllables to reproduce. Instructions: listen carefully and repeat after me.

If the child pronounces sounds defectively in the proposed tests, the discrimination of phonemes at the non-verbal level is examined (clap your hands, raise your hand, etc.).

2. Words are offered for reproduction. Instructions: listen carefully and repeat after me.

5 points - all tasks are accurately reproduced;

4 points - there are isolated cases of erroneous reproduction;

3 points - the task is performed at a slow pace, in most tasks the rows are not reproduced accurately, but the pairs are reproduced accurately;

2 points - most tasks are completed only after repeated pronunciations, and most often the rows are reproduced incorrectly, sometimes syllabic (word) pairs are reproduced incorrectly;

III. Study of the skill of differentiating sounds in the pronunciation of words.

1. Children are asked to repeat pairs of words.

2. It is proposed to repeat the sentence.

4 points - there are isolated errors that are corrected independently (at a somewhat slow pace);

3 points - the task is completed at a slow pace, there are many errors;

2 points - tasks are completed with errors, most tasks are inaccessible;

1 point - inadequate answers, refusal to complete.

IV. Study of the ability to distinguish oppositional phonemes by ear using the material of words and sentences.

1. Instructions: if I name the picture correctly, clap your hands, if I name it incorrectly, don’t clap. Pictures: sled, hat, old lady, chick.

2. Instructions: repeat the sentences after me.

5 points - all tasks are completed correctly;

4 points - some tasks are completed with an error, but it is corrected independently;

3 points - errors are corrected after replay;

2 points - some tasks are inaccessible and require repeated playback when completed;

1 point - tasks are not completed.

V. Sound analysis of words.

1) highlight the first and last sounds in words;

2) name all the sounds in the word in order;

3) determine the number of syllables in a word;

4) determine the 2nd, 3rd, 4th sound in words;

5) add sound in words;

6) replace the sound in words.

5 points - all tasks are completed correctly;

3 points - tasks 1, 2, 3 are completed correctly, errors are made in the rest;

2 points - only task 1 is completed correctly, the help of a speech therapist is required, the last task is not completed;

1 point - tasks are not completed.

VI. Research into sound synthesis.

Survey words should be used infrequently to avoid semantic guesswork.

1) listen to a word spoken in separate sounds (pause between sounds is 3 seconds) and reproduce it together;

2) listen to the word pronounced according to individual sounds (pause between sounds is 5 seconds, during the pause it is given sound signal), and reproduce the word together;

3) listen to a word with rearranged sounds or syllables, reproduce it correctly.

5 points - all tasks are completed correctly;

4 points - isolated errors, corrected independently;

3 points - tasks 1 and 2 were completed correctly; when completing task 3, repetition of words is required (the help of a speech therapist - the name of a sound or syllable);

2 points - task 1 was completed correctly, task 2 requires the help of a speech therapist, task 3 is not completed;

1 point - tasks are not completed.

The speech material required for diagnostics is presented in Appendix 1, the numbering of the material corresponds to the number of the diagnostic task.

All points received by the child as a result of completing six tasks are summed up. The data obtained correspond to high, medium, and low levels of development of phonemic perception.

0-10 points – low level;

11-21 points – average level;

22-30 points – high level.

The examined children with ODD were divided into two groups: control and experimental. This division is necessary to compare the results that children will show at the stage of the ascertaining experiment and subsequently at the stage of the control experiment.

The results of the examination of children with ODD are presented in Table 1. It displays the points received by the children for each task, as well as the sum of the points received, which served as a justification for attributing the results to one or another level of development of phonemic perception.

Table 1

Results of a study of the level of development of phonemic perception in older preschool children with ODD (in points)

	Child number on the list	Sum of points
	Child number on the list	Sum of points
Experimental









Control

Of the 20 examined children with ODD, 65% were found to have a low level of development of phonemic perception, and the remaining 35% had an average level.

The results of the examination of children with normal speech development are presented in Table 2.

table 2

Results of a study of the level of formation of phonemic perception in older preschool children with normal speech development (in points)

Child number on the list							Sum of points
Child number on the list							Sum of points

Among children with normal speech development, a high level of development of phonemic perception was found in 30% of children, an average level in 60% of children, and a low level in 10% of children.

The distribution of all examined children by level of development of phonemic perception is presented in Table 3.

Table 3

Distribution of children with SEN by level of development of phonemic perception (%)

Most children with OHP experimental group(60%) and children in the control group (70%) a low level of development of phonemic perception was revealed. Thus, in the process of completing certain tasks, children experienced difficulties and allowed a large number of mistakes, the help provided to children, as a rule, did not produce results. Children could not correct mistakes on their own, even if the teacher pointed them out to them. Thus, these children turned out to have unformed phonemic representations; when performing a task to identify the sound that is most often found in the text, the children, as a rule, named any sound at random. Most often, children named the vowel [a]. If the text was read by the teacher in such a way that he suggested this or that sound with his voice, some of the children (20%) partially coped with the task and received 2 points for it. Reflected reproduction of rows of syllables of words turned out to be inaccessible to them. Children made mistakes like “ta-ta-ta” instead of “da-ta-da.” When children repeated words, they usually called the first word several times “cat-cat-cat” instead of “cat-year-cat.” etc. Repeated pronunciation of the rows by the teacher did not bring results; the children also made mistakes. Among all the children examined, there was not a single one who could cope with this task without a single mistake. The children completed the next task more successfully; when differentiating sounds in the pronunciation of words, the children received 2-3 points. They also made mistakes, but they themselves noticed them and tried to correct them. When repeating sentences, children found it difficult to reproduce the order of words, confused them, and changed the form of words. It should be noted. That the children completed the task slowly and made long pauses. When distinguishing oppositional phonemes by ear based on words and sentences, the children also made gross errors. The children either clapped randomly, at random, for every word, or did not clap at all. At the same time, the children were distracted by looking at the picture, and listened to the speech material inattentively, which was the reason for the low scores received for completing this task. When repeating sentences after the teacher, the children also made mistakes, confused oppositional phonemes, took a long time to remember words, and ultimately failed to complete the task. The children could repeat the sentence only in parts.

Sound analysis of words was also inaccessible to children. More or less successfully, the children were able to identify the first sound in words; naming the sounds in order in a word already caused difficulties. As a rule, children did not name the last sound in the word. When determining the number of sounds in a word, children made mistakes: in the words “house” and “hand” children named with help, and in other words they named at random; when they were asked to count together with the teacher, naming each sound in order, the children refused to complete the task . The children determined the number of syllables only with the help of the teacher, who clapping the syllables together with the child. The last tasks turned out to be inaccessible to children at all. They did not understand the essence of the task, they simply repeated the original word or the sound that needs to be added to the word. In general, the children did not cope with this task and scored 1-2 points. When examining sound synthesis skills, the following data were obtained: 50% of children in both the control and experimental groups failed to cope with any task from this series. The rest of the children made gross mistakes, so they were able to compose a word from three and four sounds without a combination of consonants. The second task (with increasing pause time between naming sounds) turned out to be inaccessible to the children. Children forgot sounds and named them separately. Not a single child completed the third task. So the children scored 1-2 points for completing this task.

Another part of the children (40% from the experimental and 30% from the control groups) completed the task more successfully. They showed an average level of development of phonemic perception. Children also made mistakes when completing all tasks, but corrected them with the help of the teacher; some children corrected mistakes on their own, but noticed them only after the teacher’s instructions. Thus, the phonemic representations of these children are more or less formed; the children correctly named the sounds in all texts, but only when the teacher emphasized them when pronouncing the text. So the children repeated the texts 2 times, therefore, they scored 3-4 points. When reproducing rows of syllables in a reflected manner, children made isolated errors, as a rule, towards the end of the task. When reproducing words, the children also made mistakes, but corrected them after the teacher re-pronounced them. When performing tasks for differentiating sounds, the children also made mistakes, but corrected them independently after the teacher pointed them out to them. When pronouncing sentences, children confused the order of words, but, as a rule, they named sounds correctly. At the same time, it was noted that children made mistakes in the syllabic structure of words in words such as “porcelain”, “seven-colored”. The children successfully completed the task of identifying the skill of distinguishing oppositional phonemes by ear based on sentence material. The children coped with some errors during the first task, but the second task, when children were given suggestions, caused difficulties. The children confused phonemes, violated the syllabic structure of the word, and generally failed to complete the task. When performing a series of sound analysis, the children coped with the first three tasks; the remaining children could not complete them even with the help of the teacher. When performing sound synthesis tasks, children were able to form words only from sounds that were named in order. When sounds were presented to children in a broken sequence, the children did not cope with the task.

It should be noted that children with high level The formation of phonemic perception during the examination was not revealed either in the experimental or in the control groups. For greater clarity of the results obtained, a diagram was constructed, which is located in Figure 1.

Rice. 1. Distribution of children with SLD in the experimental group (1) and the control group (2) according to the level of development of their phonemic perception

Thus, the survey allows us to draw a number of conclusions.

The level of development of phonemic perception in children with OSD is lower than in children with normal speech development.
Phonemic perception disorders arise as a result of the negative influence of persistent pronunciation defects on the formation of auditory standards of phonemes. As a rule, children have impaired differentiation of one or several groups of phonemes while maintaining the ability to differentiate the rest.
When it is difficult to reproduce a series of three syllables, children with OHP make mistakes in series composed of any syllables.
If children's phonemic representations corresponding to certain pairs of consonants are not clearly differentiated, then when reproducing a series of syllables containing these pairs, they make persistent errors, but the remaining series are reproduced correctly.
It is most difficult for children with ODD to determine the presence of a vowel and isolate it from the end of a word, since the vowel is perceived by the child not as an independent sound, but as a shade of a consonant.
In general, the skills of sound analysis and synthesis have not been developed in preschoolers with SEN.

Thus, the phonemic processes of children with ODD are lagging behind in their development, and the identified features of phonemic perception and the levels of its development in children with ODD were the basis for further correctional work on the formation of this process in children of the experimental group.

2.2. Organization and content of correctional work

Based on the data from the ascertaining experiment, it was concluded that it is necessary to carry out targeted correctional work and develop a set of classes to develop phonemic awareness in preschoolers with SLD in conditions of the preschool educational institution. Corrective work on the formation of phonemic perception was the content of a formative experiment in which 10 children with SLD from the experimental group took part.

Amount of work: a total of 25 subgroup lessons and 20 individual lessons (2 lessons with each child). The duration of one lesson is from 20 to 30 minutes.

Form of work: individual and subgroup. Correctional and developmental work with children was mainly carried out in the first half of the day.

When developing a set of classes and conducting them, the following principles were relied upon.

1. The principle of systematic correctional, preventive and developmental tasks reflects the interconnection of the development of various aspects of the child’s personality and the heterochronicity (unevenness) of their development. In other words, each quality of a child is at different levels of development in relation to its different aspects - at the level of well-being, which corresponds to the norm of development; at the risk level, which means the threat of potential development difficulties; and at the level of actual development difficulties, which is objectively expressed in various kinds of deviations from the normative course of development. This fact reveals the law of uneven development.

2. The principle of unity of diagnosis and correction reflects the integrity of the care process. The principle is implemented in two aspects:

The beginning of correctional work must necessarily be preceded by a stage of diagnostic examination, which makes it possible to identify the nature and intensity of developmental difficulties, draw a conclusion about their possible causes and, based on this conclusion, formulate the goals and objectives of the correctional and developmental program;

The implementation of a correctional and developmental program requires the researcher to constantly monitor the dynamics of changes in personality, behavior and activity, emotional states, feelings and experiences of the child; such control allows making the necessary adjustments to the objectives of the program, methods and means of influence on the child.

3. The activity principle of correction determines the tactics of carrying out correction work through the organization active work child, during which the necessary basis for positive changes in his development is created, that is, corrective action is always carried out in the context of one or another activity of the child.

4. The principle of increasing complexity is that each task must go through a series of stages from simple to complex. The level of difficulty must be accessible to a particular child. This allows you to maintain interest in correctional work and gives you the opportunity to experience the joy of overcoming.

5. Taking into account the volume and degree of variety of material. During the implementation of a correction program, it is necessary to move on to new material only after the relative formation of a particular skill.

6. The principle of taking into account age-psychological and individual characteristics coordinates the requirements for compliance of the child’s mental and personal development with the age norm and recognition of the fact of the uniqueness of a particular individual. Taking into account individual personality characteristics allows us to outline, within the age norm, a program for optimizing development for each specific child.

7. Taking into account the emotional complexity of the material. This principle requires that the games, exercises, and material presented create a favorable emotional background and stimulate positive emotions.

In work on the development of phonemic awareness, a visual modeling method was used. The works of many authors who propose this method in the process of teaching preschool children were analyzed.

A prerequisite for a child to master a schematic model was the ability to compare an illustration with a real object. It was the illustration that acted as a substitute for the subject at the preparatory stage. Next, there was an acquaintance with a conditionally real image of the object, when it still retains details and bright features, but they are already presented schematically. And only after mastering this material, the child was offered an image with a high degree of generalization and abstraction.

The first models that children encountered were models of such concepts as sound, syllable, word, sentence. To designate them, as a rule, they were used geometric figures.Visual symbols of vowels and consonants were also widely used in correctional work. Symbols of a diverse nature acted as conditional substitutes (elements of the model):

Geometric figures;

Symbolic images of objects (symbols, silhouettes, contours, pictograms);

Plans and symbols used in them.

As a result of studying existing works concerning the use of the visual modeling method in working with preschoolers, we developed our own system of models, which was called “Speech Town”. So the following models were developed and manufactured:

City model;

Sound models: speech, noise and musical;

Noise models: rustling paper, clinking glass, wind, etc.;

Models of musical sounds (instruments): drum, tambourine, metallophone, maracas, pipe, etc.;

Model of the pitch of speech sounds;

Word model;

Model of the place of sound in a word;

Word length model (long, short);

Sound models: vowels, consonants;

Syllable model;

Model stressed syllable;

Sound hardness-softness model;

Deafness-voicedness model of sound;

Model of oppositional sounds, etc.

It should be noted that when making the models, the goal was not to minimize it from an artistic point of view. In order for a model to interest a child in its content, so that he becomes interested in what information is encrypted in it, it is necessary for it to appear before the child in a bright, entertaining solution. In addition, in order for children to be attracted to the model, acquaintance with it was carried out in a game situation, children were invited to play “Detectives”, “Detectives”, “Spies”, etc. During such games, children often learned to decipher models.

The development and production of each model was carried out in several stages:

Analysis of the material that needs to be conveyed to the child;

Translating it into sign-symbolic language;

Working with the model.

In the process of correctional work, not only the problems of forming phonemic perception in children with ODD were solved, but also the formation of their modeling skills. Thus, the formation of visual modeling skills occurred in a certain sequence with a constant increase in the share of independent participation of preschoolers. So, at first, the children were offered ready-made models (a set of models was made for each child), then the children made them themselves (drew them, cut them out of paper, etc.). When developing visual modeling skills, the following didactic tasks were solved:

Introducing children to a graphical way of presenting information;

Development of model deciphering skills;

Formation of independent modeling skills.

Direct correctional work on the formation of phonemic perception in children with ODD was carried out in three stages.

Preparatory stage (3 lessons with subgroups of children).

The purpose of the preparatory stage is to organize the process of development of phonemic perception in children with ODD of older preschool age.

1. Establishing a trusting relationship between the teacher and children.

2. Discussion of the work process and organizational issues, establishing requirements during the lesson with children (a conversation with children was used to implement this task).

3. Strengthening the skills of recognizing non-speech sounds.

4. Development of the ability to distinguish the pitch, strength, timbre of the voice on the material of identical sounds, words, phrases.

At this stage of the work, the children were offered models:

Sounds: speech, noise and music.

Noises: rustling paper, clinking glass, wind,

Musical sounds (instruments): drum, tambourine, metallophone, maracas, pipe.

Pitches of speech sounds (low and high house)

The basis for starting to work with the model was the children’s knowledge of sensory standards (shape, color, size). The presence of this knowledge is the main condition for the successful implementation of the visual modeling method. On the one hand, this knowledge is necessary for using models, on the other hand, in the process of working with the model, the names of the properties of objects are fixed in the active speech of children, the active vocabulary of adjectives is expanded, etc.

Main stage (20 subgroup lessons).

The goal of the main stage is the development of phonemic awareness in children with ODD.

1. Differentiation of words that are similar in their sound composition.

2. Differentiation of syllables.

3. Differentiation of phonemes.

4. Formation of skills of elementary sound analysis and synthesis.

Correctional and developmental work at this stage was also systematized taking into account the complexity of the proposed tasks in each lesson. The basis for starting work was the experience of children available to them at the time of implementation of the system of corrective measures.

It should be noted that the main time allocated for this stage was devoted to developing the children’s skills in sound analysis and synthesis. For older preschoolers with ODD, this is of particular importance. At this age, children begin to be taught reading skills, and it is the development of the processes of sound analysis and synthesis that is the basis for the successful mastery of reading, and later writing. That is why it is advisable to increase the number of classes at this stage. The formation of phonemic perception in children with special needs development took place on the basis of the sounds that children studied at one time or another according to the training program and the plan of the speech therapist.

At this stage of work, children became acquainted with the following models: word model; model of the place of sound in a word; word length model (long, short); sound models: vowels, consonants; syllable model; stressed syllable model; model of hardness-softness of sound, etc.

Taking into account the varying complexity of the forms of phonemic analysis and synthesis and the sequence of mastering them in ontogenesis, the work was carried out in the following sequence:

1. Isolation (recognition) of sound against the background of a word, i.e. determining the presence of a sound in a word.

2. Isolating the sound at the beginning at the end of the word. Determine the first and last sound in a word, as well as its place (beginning, middle, end of the word). When forming the indicated action, the following tasks are proposed: determine the first sound in a word, the last sound; determine the place of a sound in a word.

3. Determining the sequence, quantity and place of sounds in relation to other sounds.

Models and diagrams were used in absolutely all classes at this stage. So, for example, when determining the place of a sound in a word, the “car with three windows” model was used and the children were given the task of finding in which window a particular sound would be visible. In addition, the children had to independently choose “short carriage” or “long carriage”, thereby strengthening the children’s ideas about the length of words.

In addition, at this stage, individual classes were also conducted, the main goal of which was to consolidate the knowledge acquired in subgroup classes. Also during these classes, work was carried out to correct sound pronunciation, skills in reading models, their manufacture and use were consolidated. In individual lessons, figurative names of articulation exercises were used and their correlation with pictures - symbols. This made it easier for children to remember articulatory complexes, introduced a playful element into the lesson and aroused interest in completing the task.

Stage 3 – final (2 lessons).

The goal of the final stage is to consolidate existing skills. Classes at this stage were also aimed at expanding the knowledge about the surrounding reality acquired during the lesson during the main stage. At this stage, a final entertainment lesson was held, in which the children themselves were residents of the “Rechevechka Town”.

It should be noted that the use of the visual modeling method was combined with other methods. In particular, the display of one or another model was always reinforced by speech. The word, accompanied by clarity, contributed to a greater extent to the understanding of the meaning of the model, the task, and adequate perception in general.

Verbal methods made it possible not only to convey this or that information to the child, but also to emotionally attune the child to work in a certain way. For this purpose, a story, an explanation, an explanation, questions, etc. were used. The use of a story made it possible to vividly, entertainingly, and emotionally present this or that material in a certain logical sequence. For example, the story about “Speech Town” activated perception, cognitive activity, developed curiosity, imagination and thinking in children. The use of the story in the lesson was preceded by preparatory work, so the purpose of the story was determined and, in accordance with it, stories were used - introduction, story-narration and story-conclusion. It should be noted that the effectiveness of using a story as a verbal method was determined by the thoughtfulness of the plan, presentation of the material, clarity of thoughts, the presence of conclusions, accessibility to understanding, and expressiveness.

Explanation was also used in working with children; it was used to reveal the meaning of words, to explain causes and consequences, etc. The effectiveness of this method depended on the teacher’s knowledge of the content of scientific knowledge, accuracy of formulations, taking into account the individual psychological characteristics of children, etc.

Practical methods included exercises, games, and assignments. Exercises were the main method of consolidating acquired knowledge and developing certain skills and abilities associated with various types of activities. The selection of exercises and their use in working with children was carried out in accordance with the objectives of correctional and developmental work and taking into account the individual characteristics and capabilities of each child. Didactic games made it possible to consolidate acquired knowledge and skills in an interesting way. Thus, when analyzing words, games such as “Seat the Passengers” were used. The children were offered models of sounds (vowels, consonants) and a model car (see Appendix 3). Next, the teacher named the word, and the children had to analyze the word and determine where in the carriage to place this or that sound. The game “Ice - grass” for differentiating soft and hard consonant sounds. This game has several options, one of them is to arrange the pictures, the names of which begin with a soft or hard consonant, into two groups, at the head of the first group is “ice” as a symbol of hardness, in the other group – “grass”, as a symbol of softness. The game “Restless Passenger” was used in the process of practicing the skill of determining the place of a sound in a word. For example, when determining the place of sound B, the teacher offers children pictures (cotton wool, owl, will, etc.), and the children must determine at what place in the carriage the sound will “go” (at the beginning, middle, end), then name another word, sound - the passenger runs to another place, etc.

It should be noted that the use of one or another verbal or practical method accompanied by the use of models and diagrams.

Examples of lesson notes on the formation of phonemic awareness are in Appendix 2, and examples of manufactured models are in Appendix 3.

Table 4

Plan of correctional work on the formation of phonemic awareness in children with special needs development

Stage	Tasks	Didactic security	Models used	Number of jobs
	1. Induce a positive attitude towards work and activities in children. 2. Develop in children the ability to use a loud and quiet voice. 3. Teach children to distinguish sounds (speech, music, noise).	“What does it sound like?” “Quiet-loud”, “Ensemble”, etc.	Model of sounds (speech, music, noise), model of sound intensity (loud-quiet)
	1. Develop auditory attention on the material of non-speech sounds. 2. Learn to distinguish various noises by ear. 3. Teach children to listen to the world around them.	“What rustles, rings, rattles?”, “What do you hear?” etc.	Noise model.
	1. Teach children to distinguish musical instruments by ear. 2. Practice the skills of playing musical instruments according to instructions (quietly and loudly). 3. Differentiate speech and musical sounds.		Model of musical sounds, model of sound power.
	1. Strengthen the skill of pronouncing vowel sounds A, O, U, Y. 2. Differentiate vowel sounds. 3. Learn to highlight vowel sounds at the beginning of a word. 4. To consolidate children’s concepts about sound, syllable, word, sentence.	“Where does the word begin”, “Pull-pull”, etc.	Model of vowel sounds, syllables, model of words, sentences.
	1. Teach children to name words with a given vowel sound. 3. Form children’s ideas about short and long words. 4. Teach children to correlate sounds and letters. 5. Fix the letters A, O, U, Y.	“Come up with a word”, “Make a sound”, “Long - short word”, “This is a sound, but a letter...”, etc.	Model of a word (long and short), model of a vowel sound.
	1. Introduce the sounds M, M. 2. Form ideas about consonant sounds, hard and soft sounds. 3. Learn to correlate the sounds M, M with the letter M. 4. Analyze simple words like “mother”. 5. Learn to determine the place of sound in a word.	“Come up with a word”, “Sound exercise”, “The third wheel” and others.	Consonant sound model (soft and hard), word model.
	1. To form children’s understanding of the sonority and deafness of consonant sounds. 2. Acquaintance with the sounds B, Бь, Д, Дь. 3. Learn the letters B, D. 4. Analyze forward and backward syllables with the studied sounds. 5. Learn to do full analysis words like “house”, “bom”, “fashion”. 6. Learn to independently apply models when analyzing syllables and words.	“Encode”, “Riddles”, “Come up with a word” and the like.	Consonant sound model (soft and hard), (voiceless, voiced), syllable model, word model.
	1. Introduce the sounds N, N', P, P'. 3. Select words for the sounds being studied. 4. Learn to distinguish between hard and soft sounds by ear. 5. Teach children to transform words by changing or adding sound.	“Keen Eye”, “Hard-Soft”, “Find the Differences”, “The Fourth Wheel”, etc.	Model of a syllable, word, consonant sounds (soft, hard).
	1. Acquaintance with the sounds T, T', K, K' and the letters T, K. 2. Teach children to differentiate oppositional sounds using the material of syllables and words. 3. Learn to select words with given sounds. 4. Analyze words like “Tom”, “Tim”, “tank”, “shadow”, etc.	“Repeat”, “What sound is at the beginning of the word?”, “Divide into groups”, etc.	Model of oppositional sounds, models of consonant sounds (hard, soft).
	1. Acquaintance with the sounds S, S', Z, Z', the letters S, Z. 2. Learn to differentiate the sounds S-Z, S-Z. 3. Strengthen the skill of selecting words for the sounds being studied. 4. Analyze words like “braid”, “goat”, and the like.	"Find the Differences", "Pathfinders", "Who's Bigger?" and etc.	Models of consonant sounds (hard, soft), word model, vowel sound model.
	1. Acquaintance with the sounds В, Вь, Г, Гь, letters В, Г. 2. Teach children to combine sounds into syllables and simple words like “sleep”, “juice”, “poppy” and the like. 3. Learn to select words based on models. 4. Strengthen the skill of dividing words into syllables.	“Funny pure talk”, “What word did you get?”, “Detectives”, etc.	Word models, long and a short word, syllable model, model of consonant sounds (hard and soft).
	1. Introducing the sounds X, Xh, Zh. 2. Learn to determine the number of sounds in words like “lump”, “braid”, “robe” and the like. 3. Learn to select words based on a given number of sounds. 4. Learn to reproduce syllables and words with oppositional sounds.	“Memory”, “Who is bigger?”, “How many sounds are in a word?” and etc.	Word models, models of long and short words, syllable model, model of consonant sounds (hard and soft), model of oppositional sounds.
	1. Acquaintance with the sounds R, Rb, L, L. 2. Differentiation of studied sounds based on the material of syllables and words. 3. Strengthen the skill of forming words by adding sounds. 4. Teach children to make sentences from words. 5. Continue to form phonemic representations based on text material.	“Choppers”, “Word + word”, “What is the main sound?” and etc.	Word models, long and short word models, syllable model, consonant sound model (hard and soft), sentence model.
	1. Repeat all the studied vowels and consonants. 2. Describe consonant sounds. 3. Strengthen the skill of selecting words with the specified sound at the beginning, middle, end of the word. 4. Strengthen the skills of phonemic analysis and synthesis. 5. Continue to develop skills in reading syllables and simple words. 6. Learn to make sentences from words.	“Memorize”, “Repeat”, “Say the word”, “Who is bigger?”, “The fourth odd one”, “Divide into groups”, etc.	All models used in previous lessons.

2.3. Results of correctional work and their analysis

In order to check the effectiveness of the implemented training system, a repeated diagnosis was carried out.

The purpose of the repeated study was to identify the level of development of phonemic perception in children with whom correctional work was carried out, in comparison with the control group.

During the examination, the same tasks were used that were also used at the stage of the ascertaining experiment.

As a result of repeated diagnostics, the following data were obtained:

Among the children in the experimental group, there were 20% with a low level of development of phonemic perception, and in the control group there were 40% of such children;

The majority of children (80%) in the experimental group have an average level of development of phonemic awareness;

Children in the experimental group (80%) determined by ear the pronunciation of a sound (correct or incorrect) with virtually no errors. In general, the children have developed the skill of elementary sound analysis, but when composing words from given sounds, these children experienced some difficulties, made mistakes, but when they were given help, they corrected them. The children made virtually no mistakes in determining the sequence of sounds in a word; sometimes they only found it difficult to determine the last sound. The first sound in a word was identified without errors. In general, the children were active in the examination process and interested in the positive results.

It is advisable to present the data obtained during repeated diagnostics in the form of a diagram that allows you to compare the results of children in the control and experimental groups (see Figure 2).

It is also necessary to compare the results of children in the experimental group obtained at the stage of the ascertaining experiment and at the stage of the control experiment, after carrying out correctional and developmental work. These data are presented in Figure 3.

The set of classes we developed, based on the method of visual modeling, turned out to be quite effective, this is proven by the fact that children with SLD in the experimental group showed better results during the repeated examination compared to children in the control group.

Rice. 2. Levels of development of phonemic perception in children of the experimental (1) and control (2) groups (repeated diagnostics)

Rice. 3. Results of examination of children in the experimental group before the formative experiment (1) and after (2)

The results that the children of the experimental group showed after the formative experiment turned out to be higher compared to the results of the primary diagnosis, which is clearly demonstrated in Figure 3. The number of children who previously scored low scores decreased and, accordingly, the number of those who showed high results increased.

We can conclude that the tasks that were set were solved, and the developed system of classes was effective. In children with SLD in the experimental group, the level of development of phonemic perception increased, while in children in the control group, changes in the direction of improving phonemic perception were insignificant.

The use of the visual modeling method in the process of correctional work on the formation of phonemic perception made it possible to:

Introduce children to the concept of “word” and its extent;

To teach how to distinguish sounds in a word intonationally, to name words with a given sound, to find the position of sounds in a word and correlate them with a diagram, to depict vowel and consonant sounds using visual symbols, to distinguish hard-soft sounds, isolate verbal stress, distinguish between stressed and unstressed vowels;

Develop skills in analyzing and synthesizing words and sentences, selecting words to match a given sound model, teach how to graphically depict a sentence, and come up with a sentence according to a diagram;

Practice the skill of syllable reading.

Thus, the assumption that the developed system of lessons, based on the visual modeling method, will have a positive impact on the development of phonemic awareness is quite legitimate. Consequently, the hypothesis of our study was confirmed.

Conclusion

The formation of grammatically correct, lexically rich and phonetically clear speech in children is one of the most important tasks in the system of teaching a child their native language in a preschool educational institution. It is possible to prepare a child well for school and create the basis for learning to read and write only through serious work on the development of phonemic awareness.

The theory and practice of speech therapy work convincingly proves that the development of phonemic processes has a positive effect on the development of the entire speech system as a whole. Effective teaching of literacy to children can only occur with the rapid development of phonemic perception, in particular with the formation of skills in sound analysis and synthesis.

A large number of studies have been devoted to the development of a child’s phonemic perception, in which this process is covered in various aspects: psychophysiological, psychological, linguistic, psycholinguistic.

As a result of an analysis of the literature on the research problem, we came to the conclusion that phonemic perception is the ability to distinguish phonemes and determine the sound composition of a word. This concept should be distinguished from the concept of “phonemic hearing,” which is part of physiological hearing.

In order to identify the level of development of phonemic perception in preschoolers with ODD, a confirmatory experiment was organized and conducted. As a result of the analysis of the diagnostic results, it was concluded that the level of development of phonemic perception in children with OSD is lower than in children with normal speech development. Phonemic underdevelopment of children with ODD is manifested in the immaturity of the processes of differentiation of sounds. Underdevelopment of phonemic perception is noted when performing elementary actions of sound analysis - when recognizing a sound, coming up with a word for a given sound, etc.

In order to eliminate the identified deficiencies and increase the level of development of phonemic perception in children with SLD in the experimental group, correctional and developmental work was planned and carried out. Corrective work on the formation of phonemic perception in preschoolers with ODD was carried out using visual modeling. Thus, a system of models was developed that reflects the phonetic and phonemic features of the Russian language. With the help of models, children in the classroom learned to distinguish noises, musical sounds, speech sounds, characterize them, etc. In addition, children with SLD learned to create models, encrypt information, etc. Thus, this method allowed children not only to study the material provided by the educational program of this institution, but also to develop imagination and thinking. In total, 25 subgroup and 20 individual lessons were conducted with children. Work on the formation of phonemic awareness in children with special needs was closely related to literacy training and work to correct sound pronunciation disorders. In order to identify the effectiveness of the developed activities, a control experiment was organized and conducted, in which children from the experimental and control groups took part. As a result, the following data was obtained:

Among the children in the experimental group there were a small number of children with a low level of development of phonemic awareness;

Most children in the experimental group have an average level of development of phonemic awareness;

In general, the children in the experimental group performed the tasks better; each child in this group improved their results by 4-7 points on average, while in the control group the results improved by 2-3 points.

The data obtained allow us to draw a conclusion about the effectiveness and efficiency of the correctional work carried out on the formation of phonemic awareness in older preschoolers with SLD using visual modeling. Thus, the research hypothesis has been proven, the problems have been solved, and the goal has been achieved.

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Annex 1

1. Speech material for the study of phonemic representations.

Mouse mother mouse

She whispered: “Naughty girl!

You make noise, rustle, chatter!

You’re disturbing mom’s sewing!”

Autumn. Autumn. Autumn.

The ash tree has dropped its leaves.

A leaf on an aspen tree

The fire is burning.

Autumn. Autumn. Autumn.

On Mount Ararat

Large grapes are growing.

Strawberry Zoya with Zina

Lured into the garden with a basket:

Earned two mouths

But the basket is empty.

2. Speech material for studying the skill of reflected reproduction of series of syllables and words.

Suggested material
Suggested material
yes - ta - yes	ta - yes - ta
ha - ka - ha	ka - ga - ka
ba-pa-ba	pa - ba - pa
ka-ha-ka	ha-ka-ha
sa - for - sa	for - sa - for
sa - sha - sa	sha - sa - sha
zha - sha - zha	sha – zha – sha
cha - cha - cha	cha - cha - cha
sa - sha - sya	now - now - now
ra-la-ra	la - ra - la
va - fa - va	fa - va - fa

3. Speech material for studying the skill of differentiating sounds in the pronunciation of words.

Mixable sounds	Lexical material
Mixable sounds	Lexical material
	roof - rat
	faces - roses
	bangs - chick
	pebble - nut
	jackdaw - pebble
	cancer - varnish
	brand - T-shirt
	sailor - lighthouse
	bud - barrel
	daughter - dot
	bones - guests
	mouse - bear
	braid - goat

4. Lexical material for studying the ability to distinguish oppositional phonemes by ear using the material of words and sentences.

Sasha walked along the highway and sucked on a dryer.

Varvara was guarding the chickens, and the crow was stealing.

They didn’t take Fanya to the bathhouse, they bathed Fanya in the bath.

5. Speech material for the study of sound analysis of words.

1) stork - donkey - corner;

2) fish - flies - cat - toads;

3) house - hand - metro - kangaroo;

4) 2nd sound - doctor, 3rd - mouse, 4th - mole, boat;

5) thief - yard; ox - wolf; Christmas tree - heifer;

6) juice - bough - onion; fox - linden - magnifying glass.

6. Study of sound synthesis.

1) p, o, g; p, o, s, a; g, p, o, t; k, a, s, k, a;

2) k, l, a, n; b, y, s, s; k, y, s, t, s;

3) n, s, s - son; r, g, y, k - circle; shad, lo, ka - horse.

Appendix 2

Abstract subgroup lesson on the formation of phonemic perception in children of senior preschool age with special needs development

Topic: Development of phonemic perception based on non-speech sounds.

1. Introduce the rules of behavior in a group lesson.

2. Develop auditory attention.

3. Develop phonemic perception using the material of non-speech sounds and words with similar sound composition.

4. Introduce children to models representing sounds (speech, music, noise).

Equipment: screen; sounding toys, musical instruments and objects (tambourine, drum, bell, harmonica, paper, glass, etc.); audio recordings of musical sounds and noises, sound models for the number of children

Progress of the lesson

1. Organizational stage.

The child who can clap and reproduce the rhythm of the sound of the “magic tambourine” set by the speech therapist sits down.

2. Stage of training using frontal visual material

The children are explained the rules of behavior during the lesson (not to disturb neighbors, raise their hand, etc.).

3. Game “What does it sound like?”

With visual control, children are asked to listen to the sound of four objects (a tambourine, a rattle, the rustle of paper, a poem on an audio recording). Then the objects are put away behind the screen, and the children guess what it sounds like.

It is clarified that the children listened to different SOUNDS and they are called: musical, speech and noise.

4. Getting to know the models. Children are shown models and explained what they mean.

5. Processing of material using models. Game "Guess the sound." Children listen to various sounds on an audio recording and determine what kind of sound it is, while lifting the model.

6. Dynamic pause

Children are asked to clap their hands above their heads when musical instruments are named. The speech therapist says: pin, room, tambourine, beetle, closet, piano, etc.

7. Game “Who has the bell?”

Children form a circle. The driver stands in the center of the circle and closes his eyes. Children pass the bell to each other. By a silent signal from a speech therapist

The child who received the bell rings it and hides the bell behind his back. The driver determines the direction of the sound and guesses who called.

8. Game “What do you hear?” Children are invited to sit in silence and listen to the sounds around us. Children name and classify them as musical, speech or noise. At the same time, it indicates a model denoting a particular sound.

9. Summary, assessment of children’s activities

The speech therapist reminds that during the lesson the children listened to different SOUNDS and WORDS.

An explanation is given: everything we hear is called sounds. Different sounds are combined into words.

Summary of the lesson. Children who tried, raised their hand, and listened carefully to the speech therapist and each other are encouraged.

Summary of an individual lesson on the formation of phonemic perception in children of senior preschool age with ODD.

Topic: Sounds V, V; letter B.

1. Strengthen the skill of clear pronunciation and discrimination of the sounds V, V.

2. Learn to characterize consonant sounds, combine sounds into syllables and words.

3. Strengthen the skill of using models of consonant sounds, syllables, and words.

4. Develop the skill of sound analysis of words like “Vova”, “wine”, “broom”, etc.

Equipment: ball, pictures depicting objects whose names contain the sounds B, B, models of sounds, syllables, words, the alphabet (letters B), two dolls.

Progress of the lesson

1. Organizational moment

Ball game "Name it"

The speech therapist names a generalizing word, the child gives an example on this topic: a vegetable is an onion, a flower is a cornflower, an insect is a mosquito...

2. Development of fine motor skills. Working with counting sticks.

3. Articulation gymnastics.

4. Correction of sound pronunciation (work on impaired sound).

5. Reinforcing the sounds V, V.

Speech therapist: our guests are two dolls, and their names are Vova and Venya. What sound does the name Vova, Venya begin with?

The child answers.

The child characterizes the sounds and receives sound models from the speech therapist.

6. Differentiation of sounds. Game "Sleuths". The speech therapist suggests finding pictures or objects in the room with the sound B or B, but they are encrypted in

models. The teacher shows one model or another, the child looks for pictures or objects in the room.

7. Game “Add sound”.

The child puts the sound B or B at the beginning of the word: ... aza, ... olk, ... rach, ... enik, ... int, etc.

8. Physical education minute

One, two - everyone get up,

Three, four - squat,

Five, six - turn around

Seven, eight - smile

Nine, ten - don't yawn,

Take your place.

9. Letter B. The speech therapist establishes the letter B with the child in a graphic image.

The child prints words starting with the letter B, and at the same time names what sound it represents (B or Вь).

10. Sound analysis of the word “wine”.

The speech therapist asks the child to remember: what a vowel sound is; what is a consonant sound and break down words into sounds. Next, a model of the word is created.

11. Summary of the lesson.

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