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

Municipal government preschool educational institution of the city of Novosibirsk "Kindergarten No. 488 of a combined type"

Project: “Development phonemic awareness and basic writing and reading skills in the system of correctional work with preschoolers who have a common speech underdevelopment third level, complicated by dysarthria"

Novosibirsk - 2016

Brief summary of the project.
For large number For 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 consider the formation of the phonetic-phonemic aspect of speech and elementary writing and reading skills to be a priority in correctional work.
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 older than school age with general speech underdevelopment of level 3, complicated by dysarthria, and is implemented within 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 speech development is the full perception of verbal acoustic signals, 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 the correct articulation of 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 of speech at the third level, caused by dysarthria, a characteristic problem is the 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 have difficulty dividing phonetic words into syllables, since a syllable is the minimum pronunciation unit, the components of which are welded together in the closest possible way (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 out speech cards.
2.Drafting long-term plan work on 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 become familiar with the correct pronunciation of vowel sounds by 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 (clicking their fingers for each sound) and making a diagram of the word using their fingers ( forefinger– 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 speech disorders at the regional methodological association of teachers and 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 mastered complex operations sound analysis and synthesis, which underlies teaching writing and reading 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 aged 5-6 years with speech impairments learned to correctly pronounce speech sounds (more than 80%), mastered the skill of sound analysis simple words out of 3-5 sounds, using modeling (75%), they are able to characterize the sounds of 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 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.

1.2.6. Features of the work of a speech therapist and educator in the development of phonemic hearing and phonemic perception

In the work on the formation of phonemic perception, the following stages can be distinguished:

Stage I – recognition of non-speech sounds;

Stage II - distinguishing the height, strength, timbre of the voice on the material of identical sounds, words, phrases;

Stage III – distinguishing words that are similar in their sound composition;

Stage IV – differentiation of syllables;

Stage V – differentiation of phonemes;

Stage VI – development of basic sound analysis skills.

Work on the formation of phonemic perception begins with the development of auditory attention and auditory memory. The inability to listen to the speech of others is one of the reasons for incorrect sound pronunciation. The child must acquire the ability to compare his own speech with the speech of others and control his pronunciation.

Work on the formation of phonemic perception at the very beginning is carried out on the material of non-speech sounds. Through special games and exercises, children develop the ability to recognize and distinguish non-speech sounds.

Children should learn to distinguish the pitch, strength and timbre of their voice through games, listening to the same speech sounds, sound combinations, and words.

Then children learn to distinguish words that are similar in sound composition. Later, they learn to distinguish syllables and then phonemes of their native language.

The task of the last stage of work is to develop in children the skills of elementary sound analysis: the ability to determine the number of syllables in a word; clap and tap the rhythm of words of different syllable structures; highlight the stressed syllable; analyze vowels and consonants.

1.2.7. Collaboration between a speech therapist and a teacher on sound pronunciation

The work of a teacher and the work of a speech therapist differs in the correction and formation of sound pronunciation in terms of organization, techniques, and duration. It requires various knowledge, skills and abilities. Let's look at the main differences:

Preparatory stage

Sound appearance stage

Stage of sound acquisition (correct pronunciation of sound in speech)

Conditions necessary for the formation of correct sound pronunciation in preschoolers with FFND:

for the initial sound production, a number of sounds belonging to different phonetic groups are selected;

in this case, it is advisable to use all analyzers. Reliance on kinesthetic sensations contributes to the conscious sound of speech;

the development of sounds mixed in children’s speech is carried out in stages and distributed over time;

consolidation of the given sounds in the process of differentiation of all similar sounds;

material for consolidating and automating sounds is selected in such a way that it does not contain sounds that are defective or mixed in the child’s speech; so that the selected material can contribute to enrichment, clarification of vocabulary, and the development of grammatically correct coherent speech.

1.2.8. Consolidating children's speech skills in individual and frontal lessons, in special moments

Individual classes on the instructions of a speech therapist are conducted by the teacher in the afternoon, immediately after naps, that is, from about 15:00 until the afternoon snack. This is the so-called speech therapy hour. The teacher works individually with those children whose names the speech therapist wrote down in a special notebook for evening assignments. This notebook is filled out daily. In addition, the speech therapist gives the group the completed notebooks of those children with whom he worked in the morning.

It is very important that during an individual lesson between a teacher and a child, all other children do not distract them and are engaged in quiet games. Board and board-printed games are best suited for this purpose. And if the teacher takes into account the characteristics of each child when distributing them, then such a game simultaneously gives a learning effect. For example, if a child has difficulties with fine motor skills, he should be asked to assemble a mosaic or string beads; if he has difficulties with constructive activities, he should be asked to put together cut pictures or special cubes, etc.

It is better to conduct classes with children in a specially equipped speech therapy corner. A large mirror is installed here, in which the faces of the child and the teacher can be reflected at the same time. In addition, here it is desirable to have visual material to reinforce the sounds [P], [Pb], [L], [L], whistling and hissing sounds.

When working with a child, the teacher must remember that pronunciation of all phonetic material from the notebook must occur with the obligatory emphasis of the fixed sound in the voice - pronounced exaggeratedly. The teacher should not miss a single phonetic or grammatical error in the child’s speech. The lesson can be continued only after the child says everything correctly. The teacher must pronounce all speech material loudly, clearly, slowly and achieve the same from the baby.

The teacher must carefully monitor the children’s speech and correct their mistakes not only in class, but also throughout all routine moments. Moreover, it is very important that all children’s mistakes are corrected by the teacher correctly. In no case should you imitate a child or ridicule him, as this can provoke a decrease in speech activity (up to complete silence in the group), isolation, and a negative attitude of the child towards the teacher, towards learning in general.

The manner in which children correct errors in their speech outside of class and during class differs from each other. So, during games and household activities You should not draw children’s attention to the mistakes of one of them; it is better to do this unnoticed by others. For example, during the game, one of the guys says to the other: “Take off all the dolls’ shoes, bring them without shoes.” The teacher, using a short break in the game, calls this child to him and invites him to listen to the correct and incorrect combinations of words (“all dolls” or “all dolls”, “without shoes” or “without shoes”). And then asks: “What’s the best way to say it?” And only then asks you to repeat the correct phrase.

If an error occurs when addressing the teacher, then you can react like this: “You can say it correctly, well, try it!” or “I don’t understand you. Think and say correctly.”

Now about correcting mistakes in class. Here, firstly, time is limited and long, lengthy inquiries into how best to say it are inappropriate on the part of the teacher. Secondly, the children’s attention is focused on the speech of the respondent and unnoticed; correcting his mistakes is impossible, and it is not necessary. And thirdly, classes, in contrast to cases of spontaneous communication uncontrolled by the child, should take place with maximum mobilization of the respondent’s attention, with a focus on competent, clear speech.

In connection with the above, errors during classes should be recorded by the teacher immediately (“Wrong”, “Wrong”, “I said the wrong thing”). All children are involved in correcting grammatical inaccuracies. The teacher himself corrects the child’s grammatical error only when the majority of children were unable to do so.

Errors in pronunciation should also be noted and corrected as the answer progresses. For example, if a child pronounces the sound [P] incorrectly, the teacher can ask him: “Repeat after me, emphasizing the sound [P], the words: build, slide, collect, play.”

It can also happen: one of the children really wants to answer, but the teacher knows in advance that the child will not pronounce a word with a complex syllable structure (policeman, duvet cover, plumber) and this will cause laughter among the others. You should invite the child to say the answer to the teacher in the ear, and then praise the child for his efforts.

In order for children to speak clearly and with the least number of phonetic errors in all classes, the teacher must set the tone with his very clear, fairly loud and unhurried speech.

The process of normalization of speech and the extinction of the pathological reflex are possible only with increased attention of the child to the speech of others and his own. Naturally, such work requires patience, tact, composure and constant ingenuity from the teacher.

Chapter II. Practical part

Preschool childhood is one of the most important stages of a child’s life: without a fully lived, comprehensively filled childhood, his entire subsequent life will be flawed. The extremely high rate of mental, personal and physical development during this period allows the child to as soon as possible to go from a helpless creature to a person who owns all the basic principles of human culture. He does not walk this path alone; adults are constantly next to him - parents, educators, psychologists. Competent interaction between adults in the process of raising a child ensures the maximum realization of all the opportunities available to him and will allow him to avoid many difficulties and deviations in the course of his mental and personal development. The plastic, rapidly maturing nervous system of a preschooler requires careful treatment. When creating new intensive programs of developmental work with a child, it is necessary to keep in mind not only what he can achieve, but also what physical and nervous-mental costs it will cost him. Any attempts to shorten the preschool period of life as “preliminary”, “fake” disrupt the course of the child’s individual development and do not allow him to use all the opportunities that this age provides for the flourishing of his psyche and personality.

Senior preschool age immediately precedes the child’s transition to the next, very important stage his life is going to school. Therefore, preparation for school begins to occupy a significant place in working with children of the 6th and 7th year of life. Two aspects can be distinguished here: firstly, the ongoing purposeful development of the child’s personality and cognitive mental processes that underlie his successful development of the child’s own curriculum, and secondly, teaching primary school skills (elements of writing, reading, counting).

The problem of a child’s readiness for schooling is considered primarily as a psychological one: priority is given to the level of development of the motivational-need sphere, the arbitrariness of mental processes, operational skills, and the development of fine motor skills of the hand. It has been established that intellectual readiness for school alone does not ensure a child’s successful entry into educational activities.

The entire first set of methods was aimed at qualitative diagnostics of the development of those mental functions that occupy a central place in the overall picture of the child’s psychological maturity and his readiness for systematic learning.

Speech therapy project: “A system of didactic games and gaming techniques aimed at developing phonemic awareness in preschoolers”

Introduction……………………………………………………………………………….. 3

Relevance of this topic…………………………………………… 3

Main part. A system of didactic games and gaming techniques aimed at developing phonemic awareness in preschoolers.

The role of didactic games in the development of a child’s speech. ………………… 4

Development of phonemic awareness in preschool children………………………………………………………………………………...... 5

Stages in the work on the formation of phonemic perception..... 7

A set of games and gaming exercises aimed at developing phonemic perception…………………………………… 9

Conclusion……………………………………………………………………………… 16

References……………………………………………………….. 17

1.Relevance of this topic

This work is devoted to the problem of the formation of phonemic perception in children with special needs of preschool age through the system

didactic games and gaming techniques.

The topic is relevant both for speech therapy and for pedagogy in general, since the level of formation of phonemic representation in

The child's future literacy development depends on him.

A child’s full speech is an indispensable condition for his

successful schooling. Therefore, it is very important to eliminate all speech deficiencies in preschool age. Most children with speech

pathology experience difficulty in auditory differentiation of sounds

speech due to underdevelopment of phonemic perception.

The problem of developing phonemic perception becomes especially acute during the period of a child’s preparation for schooling, i.e. in older preschool age, when without developed phonemic perception it is impossible to successfully master literacy and writing skills.

“Among the methods of correcting speech therapy disorders in preschoolers, didactic games and gaming techniques have proven themselves to be positive in terms of effectiveness, and therefore the speech therapist needs to widely use games in correctional work” (V.I. Seliverstov).

Phonetic-phonemic underdevelopment is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes with intact physical hearing and intelligence.

Thus, to improve efficiency correctional work on the formation of phonemic perception in preschoolers with ODD it is necessary to widely use the system of didactic games and gaming techniques.

Target abstract – describe the system of didactic games and gaming techniques aimed at developing phonemic perception in

children used in speech therapy.

A system of didactic games and gaming techniques aimed at developing phonemic awareness in preschoolers

The role of didactic games in the development of a child’s speech

A didactic game is a link between play and learning.

For a child it is a game, and for an adult it is one of the ways to learn. The essence of the didactic game is that children solve mental problems proposed to them in an entertaining game form, find solutions themselves, while overcoming certain difficulties. The child perceives a mental task as a practical, playful one, which increases his mental activity. (A.K. Bondarenko).

A didactic game has a certain structure that distinguishes it from other types of games and exercises. Structure is the main elements that characterize the game as a form of learning and gaming activity at the same time.

The following structural components of the didactic game are distinguished:

didactic task;

game task;

game actions;

rules of the game;

result (summarizing).

In modern speech therapy, a didactic game is created by a teacher specifically for educational purposes, when learning proceeds on the basis of a gaming and didactic task. In didactic play, the child not only gains new knowledge, but also generalizes and consolidates it. A didactic game acts simultaneously as a type of play activity and a form of organizing interaction between a speech therapist and a child.

In building modern system didactic games that promote speech development, much of the credit goes to E.I. Tikheeva. She claims that speech is an invariable companion to all the child’s actions; the word should reinforce every effective skill learned by the child. Manifestations of a child’s speech are most pronounced in and through play.

In word games, says A.K. Bondarenko, the child learns to describe objects, guess from descriptions, based on signs of similarity and difference, group objects according to various properties and characteristics, find illogicalities in judgments, and invent stories himself.

Game actions in verbal games form auditory attention, the ability to listen to sounds; encourage repeated repetition of the same sound combination, which exercises the correct pronunciation of sounds and words.

Thus, the use of didactic games in the work of a speech therapist contributes to the development of children’s speech activity and to increasing the effectiveness of correctional work.

3. Development of phonemic perception in the development of speech in preschool children

Phonemic perception is the ability to capture and distinguish by ear the sounds (phonemes) of the native language, as well as understand the meaning of various combinations of sounds in words, phrases, and texts. Speech hearing helps differentiate human speech by volume, speed, timbre, and intonation. Children with phonemic awareness disorders often distort in their speech those sounds that they can pronounce correctly. The reason for incorrect speech lies not in the child’s reluctance to speak correctly, but in deficiencies in phonemic perception. Children with underdevelopment of phonemic perception are also characterized by violations of the sound and syllabic structures of words (omission, insertion, rearrangement, repetition of sounds and syllables). With the help of developing articulatory skills, only a minimal effect can be achieved, and, moreover, a temporary one. Phonemic perception is the most important stimulus for the formation of standardized pronunciation. Permanent correction of pronunciation can be guaranteed only with the advanced formation of phonemic perception. There is no doubt that there is a connection between phonemic and lexical-grammatical representations. With systematic work on the development of phonemic perception, children perceive and distinguish much better: endings of words, prefixes in words with the same root, common suffixes, prepositions when consonant sounds are combined, etc. In addition, without sufficient development of phonemic perception, the formation of phonemic processes that are formed on its basis is impossible: the formation of full-fledged phonemic representations, phonemic analysis and synthesis. In turn, without long-term special exercises to develop the skills of sound analysis and synthesis, children do not master competent reading and writing. Children with phonemic awareness disorders do not cope well with the sound analysis of words in school, which leads to difficulties in reading and severe writing disorders (omissions, rearrangements, replacement of letters) and is the reason for their academic failure. Work on the development of phonemic awareness has great importance for mastering correct sound pronunciation and for the further successful education of children at school. It leads the child to a complete analysis of the sound composition of a word, which is necessary when learning to read and write. A child with good phonemic perception, even if there is a violation of sound pronunciation, that is, if he is unable to pronounce a sound correctly, recognizes it correctly in someone else’s speech, associates it with the corresponding letter, and does not make mistakes in writing.

4. Stages in the work on the formation of phonemic awareness

The development of phonemic perception is carried out at all stages of work with children and is carried out in a playful way, in frontal, subgroup and individual lessons.

This work begins on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of this language. In parallel, from the very first lessons, work is carried out to develop auditory attention and auditory memory, which allows us to achieve the most effective and accelerated results in the development of phonemic perception. This is very important, since the inability to listen to the speech of others is often one of the reasons for incorrect sound pronunciation.

In the work on the formation of phonemic perception, the following stages can be distinguished:

1st stage- recognition of non-speech. At this stage, through special games and exercises, children develop the ability to recognize and distinguish non-speech sounds. These activities also contribute to the development of auditory attention and auditory memory (without which it is impossible to successfully teach children to differentiate phonemes.

2nd stage– difference in pitch, strength, timbre of the voice based on the same sounds, words, phrases (these are games like “Say it like me”, “What is the difference between words: rhymes, changes in sound complex in height and strength”, etc.). During this stage, preschoolers learn to distinguish the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations and words.

3rd stage- the difference between words that are similar in their sound composition, through game tasks such as repeat similar words, choose a word that is different from the rest, select a rhyme for a poem, reproduce a syllabic row with a change in stress, reproduce a word in rhyme, etc. At this stage, children should learn to distinguish words that are similar in sound composition. Children are also offered tasks where they must learn to distinguish words that differ in one sound (Words are selected in which sounds that are distant in acoustic-articulatory properties are selected. For example, sibilants - sonorant or affricates - sonorant).

4th stage– differentiation of syllables. Game exercises at this stage teach children to listen attentively to the sound of syllables and words, independently find similar and different sounding words, correctly reproduce syllable combinations, and develop auditory attention. Children can be asked to complete the following tasks: reproduce syllable combinations with the same vowel and different consonants, syllable combinations that differ in voiced-voicedness (pa-ba, pu-bu-pu); reproduce syllabic pairs with an increase in consonant sounds (ma-kma, to-who), syllabic combinations with a common combination of two consonant sounds and different vowels (tpa-tpo-tpu-tpy).

5th stage– differentiation of sounds. At this stage, children learn to distinguish phonemes of their native language. You need to start with differentiating vowel sounds. At this stage, children learn to isolate the desired sound from a composition; didactic exercises teach children to listen attentively to the sound of words, clearly and correctly pronounce the sounds in it, find and highlight certain sounds with their voice, and develop phonemic hearing.

6th stage– development of phonemic analysis and synthesis skills; the task of the last, sixth, stage of classes is to develop children’s skills in elementary sound analysis. This work begins with preschoolers being taught to determine the number of syllables in a word and to clap two and three complex words; clap and tap the rhythm of words of different syllable structures; highlight the stressed syllable. Next, an analysis of vowel sounds is carried out, where children learn to determine the place of a vowel sound among other sounds. Then they begin to analyze consonant sounds. In this case, the child is first taught to identify the last consonant sound in a word. The implementation of activities at the above stages takes place in complex interaction with specialized specialists.

Thus, work on the development of phonemic perception should be carried out in stages: starting with the isolation and discrimination of non-speech sounds and up to the fine differentiation of sounds that are similar in acoustic-articulatory properties. At the same time, work is being done to develop children’s auditory attention and memory in preschoolers.

5. A set of games and gaming exercises aimed at developing phonemic awareness

A set of games and play exercises aimed at developing phonemic perception in preschool children with speech disorders includes the following areas:

1. Games aimed at developing auditory attention.

2. Games for the development of speech hearing.

3. Games to distinguish between correctly and incorrectly pronounced sounds.

4. Distinguishing words with similar sound composition.

5. Differentiation of syllables.

6. Differentiation of sounds.

7. Games aimed at developing sound analysis and synthesis.

8. Characteristics of sounds.

Games aimed at developing auditory attention recognition of non-speech sounds

Games in this group contribute to the development of auditory influence and control in children, teach children to listen carefully and correctly perceive the speech of others

"Recognize by sound"

Target. Development of auditory attention, phrasal speech.

Equipment: screen, various toys and objects (paper, spoon, shelf, etc.)

Description of the game. The leader behind the screen makes noises and sounds with different objects. The one who guesses how the presenter makes the noise raises his hand and tells him about it.

You can make different noises: throwing a spoon, an eraser, a piece of cardboard on the table, hitting an object against an object, crumpling paper, tearing it, cutting material, etc.

The one who guesses the noise gets a chip as a reward.

Games for the development of speech hearing

During this stage, preschoolers are taught to distinguish the pitch, strength and timbre of the voice, focusing on the same sounds, sound combinations and words. The purpose of these games and exercises is to teach children to speak loudly, quietly, in a whisper, to reproduce onomatopoeia loudly and quietly, and to develop auditory perception.

"Three Bears" .

Progress of the game: An adult puts pictures of three bears in front of the children - large, medium, small. Then, telling the tale of the three bears, he utters the appropriate lines and onomatopoeia, now low, now in a high voice. Children should, focusing on the sound complex and the pitch of the voice, simultaneously raise the corresponding picture.

"Guess who"

Target. Education of auditory attention.

Description of the game. Children stand in a circle. The driver goes into the middle of the circle, closes his eyes and then walks in any direction until he comes across one of the children, who must give a voice in a pre-agreed manner: “ku-ka-re-ku”, “av-av-av” or “ meow-meow”, etc. The driver must guess which of the children shouted. If he guesses correctly, he stands in a circle. The one who is recognized will be the driver. If you don’t guess correctly, then you just have to drive again.

Games aimed at distinguishing between correctly and incorrectly pronounced sounds

“How to say it correctly?”

Target. Learn to identify poorly pronounced words and correct them.

Description of the game. The speech therapist imitates a distorted and normal pronunciation of a sound in a word and invites the children to compare the two types of pronunciation and reproduce the correct one.

"Be careful"

Target. Learn to determine the correct pronunciation of words. Equipment. Pictures: banana, album, cage.

Description of the game. Pictures are laid out in front of the child and they are asked to listen carefully to the speech therapist: if the speech therapist names the picture correctly, the child raises a green flag; if incorrectly, the child raises a red flag. Pronounced words: baman, paman, banana, banam, vanan, come on, bavan, vanan; anbom, aibom, almom, album, abbom, alpom, alny, ablem; cell, cella, cella, tletka, kvetka, tlekta, kvetka.

Games aimed at distinguishing words with similar sound compositions

"Dunno is confused"

Target. Learn to select words that sound similar.

Equipment. Pictures: onion, beetle, bough, crayfish, varnish, poppy, juice, house, crowbar, catfish, spoon, midge, matryoshka, potato, etc.

Description of the game. The speech therapist pronounces the words and invites the child to name a word that is not similar to the others:

Poppy, tank, so, banana; - catfish, com, turkey, house;

Lemon, carriage, cat, bud; - poppy, tank, broom, cancer;

Scoop, gnome, wreath, skating rink; - heel, cotton wool, lemon, tub;

Branch, sofa, cage, mesh; - skating rink, skein, house, stream, etc.

"Say the word"

Target. Learn to choose the right word in meaning and sound.

Description of the game. The speech therapist reads the couplet, highlighting the last word in the first line with his voice, and offers to choose one word from those proposed for the rhyme:

I sewed a shirt for Mishka, I’ll sew him...(pants).

On holidays, on the street, in the hands of children

The balloons are burning and shimmering.

He is with a bell in his hand, wearing a blue and red cap.

He a funny toy his name is...(Petrushka!)

All the guys from the yard shout to the kids: (“Hurray!”)

Two...(rams) drowned in this river early this morning.

There is a big fight in the river: two...(crayfish) quarreled.

"Okay listen"

An adult gives the child two circles - red and green and offers a game: if the child hears the correct name of the object shown in the picture, he must raise the green circle, if the wrong one - red (baman, paman, banana, banam, bavan ...).
The complication of such games and exercises is as follows: first, words that are easy in sound composition are selected, then more complex ones

Games aimed at differentiating syllables

"Repeat correctly"

Target. Develop phonemic awareness and the ability to clearly reproduce syllable chains.

Equipment: ball.

Description of the game. Children sit in a circle. The teacher invites the children to take turns catching the ball and listening carefully to the chain of syllables, then the child must repeat correctly and throw the ball back. Syllable series can be different: mi-ma-mu-me, pa-pya-pa, sa-sa-za, sha-sa...

"Living Syllables"

Three children memorize one syllable each and go behind the screen, and when leaving there, pronounce them; the rest of the guys determine which syllable was the first, second and third. Later, syllables that make up a word are introduced into the games, for example MA-SHI-NA; after naming the syllable series, the children answer what happened, or find such a picture among others.

Games aimed at differentiating sounds

An adult gives pictures to the child Pictures of a train, a girl, a bird and explains: “The train is buzzing ooooh; the girl is crying ah-ah-ah; the bird sings and-and-and-and". Next, he pronounces each sound for a long time, and the child picks up the corresponding picture.

Work on distinguishing consonant sounds is carried out in a similar way.

"Find a place for your picture"

Target. Activation of the dictionary, differentiation of different sounds.

Equipment. Pictures whose names contain the sounds [w] and [z].

Description of the game. Children are sitting at tables. The teacher shows them pictures of a ball. The teacher says: “When the air comes out of the ball, you can hear: shhhhh... I place this picture on the left side of the table.” Then he shows them a picture of a beetle and reminds them how the beetle buzzes: w-w-w-w...“I place this picture on the right side of the table. Now I will show and name the pictures, and you listen to which one has the sound [w] or [z] in the name. If you hear the sound [w], then the picture should be placed on the left, and if you hear the sound [w], then it should be placed on the right.” The teacher shows how to complete the task, then calls the children one by one, who name the pictures shown.

Pictures must be selected so that the spoken sounds correspond to their spelling. You cannot take words where the sound [zh] is at the end of the word or before a voiceless consonant.

"Find your picture"

Target. Differentiation of sounds [l] - [r] in words.

Equipment. Pictures whose names contain the sound [l] or [r]. For each sound, the same number of pictures are selected.

Description of the game. The teacher lays out the pictures with the pattern facing up, then distributes the children into two groups and tells them that one group will select pictures for the sound [l], and the other for the sound [r]. Approaching your group,

the child slaps the palm of the person in front and stands at the end of the group, and the one who is first goes for the next picture, etc. When all the children have taken the pictures, both groups turn to face each other and name their pictures. When repeating the game, you can modify it a little:

Games aimed at developing phonemic analysis and synthesis

"Catch the Sound"

Target. Learn to distinguish a sound from a number of other sounds.

Description of the game. Children sit in a circle. The teacher invites the children to clap their hands when they hear the sound [a]. Next, different sounds are offered: A, P, U, A, K, A, etc. To make it more difficult, you can offer only vowel sounds. A similar game is played to identify other sounds, both vowels and consonants.

Games for identifying the first and last sound in a word, determining the location of the sound (beginning, middle, end)

"Fun Train"

Target. Learn to determine the location of sounds in a word.

Equipment: toy train, pictures, the names of which have a certain sound that occupies different positions in the word.

Description of the game. In front of the children there is a train with a steam locomotive and three carriages in which toy passengers will travel, each in its own carriage: in the first - those whose names have the given sound at the beginning of the word, in the second - in the middle of the word, in the third - at the end.

Games for determining the sequence of sounds in a word

Games aimed at determining the characteristics of sounds

"Colorful balls"

Target. Strengthening the differentiation of vowels and consonants, developing attention and quick thinking. Equipment: balls are red and blue. Description of the game. Red is a vowel. Blue - no. What's the sound? Give me the answer!

The teacher throws the ball to the children. The catcher calls a vowel sound if the ball is red, a consonant sound if the ball is blue, and throws the ball back to the teacher.

“Show me the circle of the right color.”

Target. Strengthening the differentiation of vowels and consonants, Equipment: red and blue circles according to the number of children.

Description of the game. Each child is given a red and a blue circle. The teacher invites the children to listen to different sounds, and a blue circle is raised if they hear a consonant sound and a red circle if they hear a vowel.

Description of the game. First option.

In a similar way, you can play games to differentiate consonants by softness - hardness, sonority - loudness.

"Name your brother"

Target. Consolidating ideas about hard and soft consonants. Equipment: ball. Description of the game. First option.

The speech therapist names a hard consonant sound and throws the ball to one of the children. The child catches the ball, calls its soft pair “little brother” and throws the ball to the speech therapist. All children take part in the game. It is carried out at a fairly fast pace. If the child makes a mistake and gives the wrong answer, the speech therapist himself names the desired sound, and the child repeats it.

Thus, didactic games for the development of phonemic perception contribute to children’s successful mastery of the prerequisites for further mastering the norms of their native language, since the development of phonemic hearing and perception is of great importance for mastering reading and writing skills, has a positive effect on the development of the entire speech system of the preschooler, and also lays the groundwork for the basics of successful schooling. The task of the speech therapist is to arouse students’ interest in the game, competently organize the game, ensuring that children are interested in the material being studied and attracting them to master new knowledge, skills and abilities .

Conclusion

IN last years Researchers often address the problem of phonemic awareness in preschoolers. This is not accidental, because mastering reading and writing requires a clear correlation of sound and letter, clear auditory differentiation, and the ability to analyze the speech flow into its component units. Consequently, a high level of development of phonemic perception is a prerequisite for successful development of literacy in the future, especially for children with speech impairments.

Thus, without special corrective intervention, the child will not learn to distinguish and recognize phonemes by ear, analyze sound syllabic composition words The described step-by-step set of game exercises in the classroom contributes to sufficient formation

phonemic perception. The practical application of such a system of didactic games significantly increases the level of readiness for school education and prevents dysgraphia and dyslexia.

This abstract will be useful to speech therapists and educators speech groups and parents of preschool children with ODD.

Bibliography

Altukhova N.G. Learn to hear sounds. – St. Petersburg, 1999.

Agranovich Z.E. To help speech therapists and parents. A collection of homework to overcome the underdevelopment of the phonemic aspect of speech in older preschoolers. – St. Petersburg, 2005

Alexandrova T.V. Live sounds or phonetics for preschoolers - St. Petersburg. 2005.

Bondarenko A.K. Didactic games in kindergarten: Book. For

Vlasenko I.T. Chirkina G.V. Methods for examining speech in children. / I.T. Vlasenko, G.V. Chirkina - M., 1970.

Varentsova N.S., Kolesnikova E.V. Development of phonemic hearing in preschool children. – M., 1997.

Gadasina L.Ya., Ivanovskaya O.G. Sounds for all trades: fifty speech therapy games. St. Petersburg 2004.

Games in speech therapy work with children / ed. Seliversotov V.I. – M., 1981

Golubeva G.G., Correction of violations of the phonetic side of speech in preschool children - St. Petersburg. 2000.

Durova N.V. Phonemics. How to teach children to hear and pronounce sounds correctly / N.V. Durova. – M.: Mosaic-Synthesis.

Zhurova L.E., Elkonin D.B. On the issue of the formation of phonemic perception in preschool children. M.: Education, 1963.

Maksakov A.I., Tumakova G.A. Learn by playing. – M., 1983.

Tkachenko T.A. If the child speaks poorly. – St. Petersburg, 1997.

Tumakova G.A. Familiarizing preschoolers with sound words. – M., 1991.

Seliverstov V.I. Speech games with children. – M.: Vlados, 1994

Dictionary “Terms and Concepts of Speech Therapy” // “Speech Therapy” (Ed. L.S. Volkova)

Tumakova G.A. Familiarization of a preschooler with a sounding word / Ed. F. Sokhina. – M.: Mosaika-Sintez, 2006.

Brief summary of the project

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 innovative technologies used in speech therapy practice and relying on the material and technical equipment of the speech therapy room, I have planned work on the use of information technologies in working with children of senior preschool age who have a violation of phonemic processes.

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.

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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Preview:

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.

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.

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 various unconventional methods and techniques prevents fatigue in children, supports cognitive activity in children with various speech pathologies, and increases the effectiveness 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 has important for the formation of a full-fledged personality of the child, 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 science and technology and the interests of children, causing their increased motivation, cognitive activity and curiosity, because it is no secret that children of any age 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, a gaming activity for a child, and then an educational one.

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 computer games and interesting multimedia aids with encyclopedic data for preschoolers have been developed, 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 correctional process makes it possible to intelligently combine traditional and modern means and methods of teaching, increase children’s interest in the material being studied and the quality of correctional work, significantly facilitate the work of the speech therapist teacher, electronic resources make the process of correction of phonemic processes more effective and dynamic, compared to traditional methods, since the tasks in it are presented in a playful, interactive 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 “Child’s speech development calendar”	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. Reflecting on the experience of 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 the beginning of the school year, I diagnosed 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 further work This topic will be continued with children in the pre-school group. I plan to replenish the card index of games, develop manuals, and also select information for parents of children in the preparatory group, using non-traditional forms of work (Question and Answer Evening, round table, oral journal).

Project network web

Municipal educational institution

"Secondary school No. 11 with

In-depth study of foreign languages"

Municipal formation of Noyabrsk.

PROJECT

TOPIC: FORMATION OF PHONEMATIC PERCEPTION IN

JUNIOR SCHOOLCHILDREN as one of the conditions for successful

mastering written language.

Teacher speech therapist:

Protasevich Oksana Aleksandrovna.

2011

Introduction………………………………………………………………………………3
Theoretical background project……………………………………………………………..4
Design part………………………………………………………………………………….13
Conclusion………………………………………………………………………………………..24
References………………………………………………………………………………25
Applications.

Introduction.

I was prompted to create this project by the problem that every year the number of first-graders with a low level of development of phonemic processes is growing, as evidenced by the annual diagnosis of the level of speech development of children entering first grade. Very a large number of children have a low level of development of phonemic awareness and the number of such children is increasing every year. More than half of the children examined have a low level of development of phonemic hearing. So, in 2008-2009 academic year out of 167 surveyed - 58.6%, in the 2009-2010 academic year, out of 189 surveyed - 59.2%, in 2010-2011 out of 158 - 60.7% had insufficiently formed phonemic perception.

Insufficiently formed phonemic perception makes it difficult to perform elementary forms of sound analysis and synthesis, which in turn makes the process of mastering written speech problematic and, in some cases, impossible. The development of differentiated auditory and phonemic perception is a necessary condition for successful literacy training for children. A child’s readiness to learn to write and read is inextricably linked with the ability to understand the sound structure of the language, i.e. the ability to hear individual sounds in a word and their specific sequence. From the above problem arises– a large number of first-graders come to school insufficiently prepared to learn reading and writing.

Thus, timely identification and correction of disorders of phonemic perception reduces the risk of dysgraphia and dyslexia when mastering written language in primary schoolchildren. That is why I consider this topic very important and relevant.

Objective of the project: organization of correctional work on the formation of phonemic perception in primary schoolchildren, which influences the successful mastery of written speech.

^ RESEARCH OBJECTIVES :

1. Study theoretical approaches to the problem of phonemic underdevelopment in primary school age in the literature.

2. Systematize knowledge on available methods for the formation of phonemic perception and hearing, develop a system of work to eliminate violations of phonemic perception in primary schoolchildren.

3. Carry out correctional work with 1st grade students in order to eliminate their phonemic underdevelopment.

^ Theoretical justification of the project.

Leading scientists (R.E. Levina, N.A. Nikashina, G.A. Kashe, L.F. Spirova, G.E. Chirkina, I.K. Kolpokovskaya, A.V. Yastebova, etc.) proved that there is a direct relationship between the level of speech development of a child and his ability to master literacy.

Research by a number of psychologists, educators, and linguists (D.B. Elkonin, A.R. Luria, D.N. Bogoyavlensky, F.A. Sokhin, A.G. Tambovtseva, G.A. Tumakova, etc.) confirms that elementary awareness of the phonetic features of a sounding word also affects the child’s general speech development - the assimilation grammatical structure, vocabulary, articulation and diction. Impaired phonemic awareness is often the primary defect in complex structure speech disorders, affects the further development of the child’s oral and written speech. Phonemic perception, being one of the basic links in speech activity, also provides other types of mental activity of the child: perceptual, cognitive, regulatory activity, etc. As a result, according to many authors, the immaturity of phonemic perception ranks high among the reasons leading to to educational maladaptation of children of preschool and school age, which manifests itself in the form of persistent phonemic dysgraphia, dyslexia (L.S. Tsvetkova, M.K. Shorokh-Troitskaya, A.V. Semenovich, T.V. Akhutina, O.B. Inshakova and etc.).

Perception oral speech- “one of the highest mental functions of a person. Being “mediated in its structure and social in its genesis” (A.R. Luria), the perception of oral speech is semantic, since “normally includes the act of understanding, comprehension” (S.L. Rubinstein).” (Psychological Dictionary 1983: 59).

That is, in order for a child to master written language (reading and writing) quickly, easily, and also avoid many mistakes, he should be taught sound analysis and synthesis.

In turn, sound analysis and synthesis should be based on a stable phonemic perception of each sound of the native language. Phonemic awareness or phonemic hearing, which, according to many modern researchers, is the same thing, is commonly called the ability to perceive and distinguish speech sounds (phonemes). Phonemic perception is special mental actions to differentiate phonemes and establish the sound structure of a word; it is a subtle, systematized hearing that has the ability to carry out operations of discrimination and recognition of phonemes that make up the sound shell of a word.

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

By the end of the first year of life (according to N.Kh. Shvachkin), the word for the first time begins to serve as an instrument of communication, acquires the character of a linguistic means, and the child begins to respond to its sound shell (phonemes included in its composition).

Further, phonemic development occurs rapidly, constantly ahead of the child’s articulatory capabilities, which serves as the basis for improving pronunciation (A.N. Gvozdev). N.H. Shvachkin notes that by the end of the second year of life (when understanding speech), the child uses phonemic perception of all sounds of his native language.

Imperfect phonemic perception, on the one hand, negatively affects the development of children's sound pronunciation, on the other hand, it slows down and complicates the formation of sound analysis skills, without which full reading and writing are impossible.

Sound analysis, unlike phonemic perception (with normal speech development), requires systematic special training. Speech subjected to sound analysis turns from a means of communication into an object of cognition.

A.N. Gvozdev notes that “although the child notices the difference in individual sounds, he cannot independently decompose words into sounds.”

Phonemic perception is the first step in the progressive movement towards mastering literacy, sound analysis is the second. Another factor: phonemic perception is formed in the period from one to four years, sound analysis - at a later age. And finally, phonemic awareness is the ability to distinguish the features and order of sounds in order to reproduce them orally, sound analysis is the ability to distinguish the same in order to reproduce sounds in written form. IN progressive development In phonemic perception, the child begins with auditory differentiation of distant sounds (for example, vowels - consonants), then moves on to distinguishing the finest nuances of sounds (voiced - deaf or soft - hard consonants). The similarity of the articulation of the latter encourages the child to “sharpen” his auditory perception and “be guided by hearing and only by hearing.” So, the child begins with acoustic differentiation of sounds, then articulation is activated and, finally, the process of differentiation of consonants ends with acoustic differentiation (D.B. Elkonin, N.H. Shvachkin, S.N. Rzhevkin).

Simultaneously with the development of phonemic perception, intensive development of vocabulary and mastery of pronunciation occurs. Let us clarify that clear phonemic ideas about sound are possible only if it is pronounced correctly. According to S. Bernstein, “of course, we hear correctly only those sounds that we know how to pronounce correctly.”

Only with clear, correct pronunciation is it possible to provide an unambiguous connection between a sound and the corresponding letter. Memorizing letters when their names are reproduced incorrectly helps to consolidate the child’s existing speech defects and also inhibits his or her acquisition of written language.

Necessary prerequisites for teaching a preschooler to read and write are: formed phonemic perception, correct pronunciation of all sounds of the native language, as well as the presence of basic sound analysis skills.

Let's emphasize that all these processes are interconnected and interdependent.

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

Violations phonemic awareness observed in almost all children with speech disorders. Children with speech disorders have specific difficulties in distinguishing subtle differentiated features of phonemes, which affect the entire course of development of the sound side of speech. They can have a secondary influence on the formation of sound pronunciation. Such defects in the speech of children, such as the use of diffuse sounds correctly pronounced outside speech in an isolated position, numerous substitutions and confusions with a relatively formed structure and function of the articulatory apparatus, indicate the primary immaturity phonemic perception.

When correcting most speech disorders, one of the main and primary tasks is development of phonemic awareness.

Teaching children to distinguish sounds leads to the development of both attention and auditory memory.

The ability to perceive is given to us and to all living beings who have nervous system, But Phonemic awareness is unique to humans.

Phonemic perception is the result of activity phonemic system, which includes the complex work of the auditory receptor, auditory analyzer, and the corresponding department in the brain. Normal operation The phonemic system presupposes the possibility of error-free auditory differentiation of all speech sounds (including acoustically close ones) and the correctness of their pronunciation.

The maturation of the speech functional system is based on afferentation, i.e. coming from outside world through various analyzers, primarily an auditory analyzer, various signals and, above all, speech.

The cause of disturbances in the activity of the phonemic system can be any general or neuropsychic disease of a child in the first years of life, an unfavorable speech environment during the period of early speech development, which in turn can cause phonemic awareness disorders.

Speech disorders (including phonemic perception disorders) most often occur in males. Many studies have shown differences in the development of the right and left hemispheres depending on gender. Left hemisphere carries out mainly speech function, and the right one - visual-spatial gnosis. Boys develop their right hemisphere faster than girls. In girls, on the contrary, and therefore, they have earlier stages of speech development, and phonemic perception as well.

Phonemic perception determines the process of recognition and discrimination of both individual phonemes and phonetic series of words. With formed phonemic perception, words are differentiated by meaning and auditory-pronunciation images of sounds. Word recognition is based on the acoustic-articulatory features of the word as a whole.

To determine the features and nature of disorders of phonemic perception in children, it is necessary to have an idea of the sequence of development of normal phonemic perception.

R.E. Levina highlighted the following stages development of phonemic perception:

Stage 1 – complete lack of differentiation of speech sounds. At the same time, the child does not understand speech. This stage is defined as prephonemic.

At the 2nd stage, it becomes possible to differentiate between acoustically distant phonemes, while acoustically close phonemes are not differentiated. A child hears sounds differently than an adult. Distorted pronunciation probably corresponds to misperception of speech. There is no difference between correct and incorrect pronunciation.

At the 3rd stage, the child begins to hear sounds in accordance with their distinctive features. However, a distorted, incorrectly pronounced word also correlates with the object. At the same time, R.E. Levina notes the coexistence at this stage of two types of linguistic background: the former, tongue-tied, and the one forming anew.

At the 4th stage, new images predominate in the child’s speech perception. Expressive speech is almost normal, but phonemic differentiation is still unstable, which manifests itself in the perception of unfamiliar words.

At the 5th stage, the process of phonemic development is completed, when both the child’s perception and expressive speech are correct. The most significant sign of transition to this stage is that the child distinguishes between correct and incorrect pronunciation.

According to N.Kh. Shvachkin, the discrimination of sounds, the development of phonemic perception occurs in a certain sequence. First, the distinction of vowels is formed, then the distinction of consonants. This is explained by the fact that vowels are more sonorous than consonants and are therefore better perceived. In addition, in the Russian language, according to A.M. Peshkovsky, vowels occur five times more often than consonants.

The distinction between the presence and absence of a consonant occurs before the distinction between consonants. The child identifies sonorant ones in speech before other consonants. This is apparently explained by the fact that sonorant sounds are most similar in their acoustic characteristics to vowels. Among noisy consonants, articulated consonants begin to stand out earlier than others. noisy sounds, i.e. sounds that are already present in the child’s speech. Until this stage, hearing played the leading role in the development of phonemic perception, then articulation begins to influence.

Thus, in the process of speech development, the speech-auditory and speech-motor analyzers closely interact. Underdevelopment of the speech-motor analyzer has an inhibitory effect on the functioning of the speech-hearing analyzer. Thus, the child first begins to distinguish between hard and soft consonants that are articulated, and then those that later appear in speech. Such an early differentiation of hard and soft consonants can be explained by the fact that this difference is semantically significant in the Russian language and is used very often. For example, according to A.M. Peshkovsky, after every two hard consonants in the Russian language there is a soft consonant.

Subsequently, the child learns differentiation within groups of consonants, first sonorant, then noisy. At the next stage of phonemic perception, sounds that differ in the way they are formed begin to be distinguished, primarily plosives and fricatives.

Somewhat later in the process of development of phonemic perception, the distinction between front- and back-lingual sounds arises, i.e. within a group of linguistic sounds.

The child learns the differentiation of voiceless and voiced consonants quite late. This can be explained by the fact that voiceless and voiced consonants are very close both acoustically and articulatory. Mastering the differentiation between voiced and deaf begins with acoustic discrimination. Based on this auditory discrimination, pronunciation differentiation arises, which, in turn, contributes to the improvement of acoustic differentiation.

At the next stage of development of phonemic perception, according to N.Kh. Shvachkin, the differentiation of hissing and whistling, smooth and iotated ones is learned. Hissing and whistling sounds appear late in children’s speech; moreover, these sounds are very similar in their articulatory characteristics. Normally, the process of phonemic discrimination, like the process of pronunciation differentiation, ends in preschool age.

Violations phonemic awareness are observed in all children with speech disorders, and there is an undoubted connection between disorders of the speech-auditory and speech-motor analyzers. It is known that dysfunction of the speech motor analyzer in dysarthria and rhinolalia affects auditory perception phonemes (G.F. Sergeeva, 1973). At the same time, there is not always a direct relationship between disturbances in the pronunciation of sounds and their perception.

Children with speech disorders have specific difficulties in distinguishing subtle differentiated features of phonemes, which affect the entire course of development of the sound side of speech. They can have a secondary influence on the formation of sound pronunciation. Such defects in children's speech, such as the use of diffuse sounds of unstable articulation, distortion of sounds correctly pronounced outside speech in an isolated position, numerous substitutions and confusions with a relatively formed structure and functions of the articulatory apparatus, indicate a primary immaturity of phonemic perception. Sometimes such children demonstrate auditory discrimination of those phonemes that are not contrasted in pronunciation, while in other cases, those phonemes that are differentiated in pronunciation are not distinguished either. However, there is a certain proportionality here: the greater the number of sounds differentiated in pronunciation, the more successfully the phonemes are distinguished by ear. And the fewer “supports” there are in pronunciation, the worse the conditions for the formation of phonemic images. The development of phonemic hearing itself is in direct connection with the development of all aspects of speech, which, in turn, is determined by the general development of the child.

The attention of the teacher-speech therapist should be concentrated on the timely prevention of possible secondary, more distant consequences of speech pathology. Particular attention should be paid to the state of the sound side of speech, because insufficient formation of phonemic processes, even with full compensation of pronunciation defects, can lead to deficiencies in mastering writing and reading skills.

Blurred perception of sounds may be reason:

- pronunciation defects;

Mastery failures sound composition words;

Difficulties in mastering the sound composition of a word disrupt the normal course of mastery grammatical structure of the language, i.e. the child exhibits manifestations of speech underdevelopment, which in this case will be secondary to the primary defect - insufficient phonemic awareness.

When the disorder covers the phonetic-phonemic and lexical-grammatical system, it manifests itself general speech underdevelopment, in which lexico-grammatical and phonetic-phonemic disorders represent a single interconnected complex.

The interconnectedness of various components of speech can be illustrated by the example of the relationship between the sound structure of a word, its lexical and grammatical meanings.

Thus, changing the number, nature and location of sounds in a word changes its lexical and often grammatical meaning.

Example 1: changing the first sound And in a word needle on m, we get a new word with a new meaning haze. Substitution in a word writing sound at sounds no, changes the grammatical meaning of a word.

Example 2: appending to the beginning of a word walked sound y gives a new meaning.

Example 3: changes in the meaning of words are known depending on the replacement of similar-sounding sounds onion-meadow, caviar-game.

In what speech disorders can phonemic awareness disorders most often be identified?

^ Phonetic-phonemic underdevelopment of speech – disturbances in the processes of formation of the pronunciation aspect of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes (and the pronunciation defect is often a consequence of a defect in phonemic perception). (According to the clinical and pedagogical classification, these are dyslalia, mild forms of dysarthria, rhinolalia with elements of dyslexia and dysgraphia).

Phonemic perception is also impaired in children with general speech underdevelopment(a complex speech disorder in which the formation of all components of the speech system related to its sound and semantic side is impaired. (According to the clinical and pedagogical classification of speech disorders developed by R.E. Levina, reading and writing disorders are considered as part of phonetic-phonemic, general underdevelopment speech, as their systemic delayed consequences, due to the immaturity of phonemic and morphological generalizations, one of the root causes of which is a violation of phonemic perception.

Thus, timely formed phonemic perception will prevent the possible appearance of secondary speech defects(in the above examples, these are phonetic-phonemic underdevelopment, lexical-grammatical underdevelopment and general underdevelopment of speech), while reducing the likelihood of difficulties in mastering written language.

R.E. Levina believes that reading and speaking disorders are based on underdevelopment of the phonemic system. R.I. Lalaeva gives a description of the state of phonemic perception in first-graders with phonemic dyslexia.

By the end of the alphabetic period, a certain number of schoolchildren are still at the early stages of phonemic development. ^ From the point of view of the characteristics of phonemic perception, schoolchildren with dyslexia can be divided into 2 groups:

1- children with severe underdevelopment of phonemic perception;

2- with less pronounced manifestations of phonemic underdevelopment.

Children first group(mostly children with mental retardation or mental retardation) are at a very low level of phonemic development. Their underdevelopment of phonemic perception is very significant, since they have difficulty distinguishing between correct and distorted words. Children correlate both corresponding words and asemantic sound combinations that are similar in sound-syllable structure to the object. The degree of difficulty is determined by the nature of the syllabic structure of the presented words and asemantic combinations. If the syllabic structure of a word and an asemantic combination is different, then children differentiate them more easily, correlating only correctly pronounced words with a certain picture or object ( window, not "kono"). There are difficulties in distinguishing words and asemantic combinations that are similar in sound structure ( cup- “skatan”), the greatest difficulties are caused by tasks to distinguish words and asemantic combinations that differ only in one sound ( onion– “duk”, lemon- “limot”). There are also errors in distinguishing quasi-homonym words that differ only in one sound ( dacha-car, roof-rat).

Children also find it difficult to complete tasks for repeating a number of syllables with both similar and dissimilar acoustic sounds ( ta-ma-na, sa-sha-za). When differentiating words and syllabic series, they rely primarily on the general sound-syllable structure of the word.

With significant underdevelopment of phonemic perception, systemic disturbances in oral speech are also observed, which manifest themselves in polymorphic disturbances in sound pronunciation in the form of distortion, replacement of sounds, distortions of the sound-syllable structure of words, agrammatisms, inaccurate use of words, and poor vocabulary.

Children with underdevelopment of phonemic perception of the first group have significant difficulties in learning letters. Learning letters is mechanical in nature. By the end of the alphabetic period, a small number of letters are acquired, mainly denoting vowels. Merging sounds into syllables and reading words turns out to be impossible.

U second group In children, phonemic underdevelopment is less pronounced and manifests itself in the incompleteness of the process of differentiation of those sounds that are late differentiated even with normal phonemic development, especially whistling and hissing sounds (S-Sh, Z-Zh, Shch-Ch, S-C). The differentiation of acoustically and articulatorily close sounds is still unstable, and phonemic representations of similar sounds are unclear. They can correctly repeat series of syllables with phonetically distant sounds (TA-MA-SA), but when repeating a series of syllables with similar acoustic sounds, substitutions of sounds (CH-SH, Ts-S, D-T) and rearrangements will be observed. Voiced sounds are replaced by unvoiced ones, and affricates are replaced by sounds that are an integral part of them.

Phoneme differentiation can be difficult for children in a variety of ways. In some cases, there is a violation of auditory and pronunciation differentiation (Sh, for example, is mixed in pronunciation with the sound S). quasi-homonyms with these sounds do not differ in hearing, the sound structure of the syllabic series is distorted. In other cases, only auditory differentiation is impaired, or auditory-pronunciation images and phonemic representations of these sounds may be unclear. Quasi-homonym words differ; in expressive speech, substitutions of close phonemes are not noted. However, when repeating unfamiliar words and syllable series that include similar sounds, substitutions and rearrangements of phonemically similar sounds are observed. This vagueness of phonemic representations also manifests itself in substitutions when writing. The most difficult is the differentiation of Sh-Shch, Ch-Shch, Sh-S, D-T.

Successful formation of the reading and writing process is possible only if there is a clear image of sound that is not confused with others either auditorily or articulatory. If the sound is confused by hearing or pronunciation, correlating the sound with the letter becomes difficult. Letter assimilation occurs slowly; a specific sound is not assigned to the letter. The same letter is associated not with one, but with two or more mixed sounds.

In the process of mastering reading, difficulties are observed in the assimilation and discrimination of letters denoting similar sounds (D-T, Shch-Ch, S-Sh, etc.), their mutual substitutions, and confusion during reading.

^ Thus, phonemic underdevelopment in schoolchildren manifests itself :

1) in the lack of clarity in distinguishing and recognizing phonemic rows that are similar in sound structure (words, asemantic combinations, rows of syllables);

2) in the incompleteness of the process of differentiation of sounds, especially sounds distinguished by subtle acoustic or articulatory features.

In the majority of children enrolled in school speech centers, various speech disorders are combined with a lack of phonemic awareness.

In this regard, they have difficulties in mastering sound analysis and word synthesis, and as a result, low performance in writing and reading.

Many children with impaired EF continue to have monomorphic and polymorphic sound pronunciation defects even at primary school age.

^ The nature of the errors Students associated with violations of physical function are varied: substitutions, omissions of consonants and vowels, omissions of syllables and parts of words, rearrangements, additions, separate spelling of parts of words.

Conclusions on the first chapter: having studied the problem of unformed phonemic perception in first-graders, I came to the conclusion that the state of physical function affects the child’s level of readiness to master written speech. FV that is not formed in time leads to secondary speech disorders that interfere with successful learning to read and write, which is the foundation for everything that follows. schooling. This implies the need for timely diagnosis and development of a system of correctional intervention through the creation of special conditions taking into account the ontogenesis of the development of physical function, the characteristics of schoolchildren with speech disorders, their psychophysiological characteristics, the principles of correctional and personality-oriented education.

^ Practical part.

The experimental part of the project was carried out on the basis of the Municipal Educational Institution “Secondary School No. 11 with the Institute of Fine Arts” in the city of Noyabrsk. The school has organized a speech center, which enrolls schoolchildren with oral and written speech disorders. Experimental work was carried out with 1st grade. 21 students took part in the experiment. To solve the problems, a diagnosis was made of the level of development of phonemic perception at the beginning of schooling. Diagnostics were carried out with two groups of children: 1) experimental - children enrolled in a speech therapy center in the amount of 11 people, 2) control - students with speech disorders who were not enrolled in a speech therapy center in the amount of 11 children). During ascertaining and control During the experiment, we used elements of T. A. Fotekova’s test methodology to diagnose the oral speech of primary schoolchildren.

The proposed methodology is intended to identify the characteristics of the speech development of children of primary school age: qualitative and quantitative assessment of the disorder, obtaining and analyzing the structure of the speech profile defect, the structure of the defect.

T.A. Fotekova developed a point system for assessing the completion of the methodology tasks. If necessary, clarify the state of any aspect of speech Each series of the technique can be used independently.

The technique uses speech tests proposed by R.I. Lalaeva (1988) and E.V. Maltseva (1991).

First group of tasks consists of 15 samples, which are chains of syllables with phonetically similar sounds. In speech therapy practice, this technique is traditionally used to phonemic awareness tests.

Second group of tasks aimed at research sound pronunciations through reflected pronunciation of specially selected words. The final assessment of sound pronunciation is made on the basis of the entire examination, which makes it possible to check the pronunciation of various sounds in different speech situations.

Third group of tasks - study of language analysis skills- consists of ten tasks that reveal the extent to which the child has mastered the concepts of “sound”, “syllable”, “word”, “sentence” and the skills of isolating them from the flow of speech. The maximum score is 10 points.

^ 1. Checking the state of phonemic awareness

Instructions: Listen carefully and repeat after me as accurately as possible.

Presentation - reproduction - presentation - reproduction

Ba-pa-pa-ba-

Sa-za-za-sa-

Zha-sha-sha-zha-

Sa-sha-sha-sa-

La-ra-ra-la

Ma-na-ma - na-ma-na-

Yes-ta-da - ta-da-ta-

Ga-ka-ga - ka-ga-ka-

For-sa-for-sa-for-sa-

Zha-sha-zha-sha-zha-sha-

Sa-sha-sa-sha-sa-sha-

Tsa-sa-tsa-sa-tsa-sa-

Cha-cha-cha-cha-cha-cha-

Ra-la-ra-la-ra-la-

First, the first member of the pair (ba - pa) is presented, then the second (pa - ba). The reproduction of the test as a whole is assessed (ba - pa - pa - ba). Syllables are presented before the first reproduction; exact repetition should not be achieved, because The purpose of the examination is to measure the current level of speech development.

Grade: 1 point - accurate and correct reproduction at the pace of presentation;

0.5 points - the first term is reproduced correctly, the second is similar to the first

(ba - pa - ba - pa);

0.25 points - inaccurate reproduction of both members of the pair with rearrangement of syllables, their replacement and omissions;

0 points - refusal to perform, complete impossibility of reproducing the test. The maximum number of points for all tasks is 10.

^ 2. Study of sound pronunciation

Instructions: repeat after me the words:

Dog - mask - nose;

Hay - cornflower - heights;

Castle - goat;

Winter - shop;

Heron - sheep - finger;

Fur coat - cat - reed;

Beetle - knives;

Pike - things - bream;

Seagull - glasses - night;

Fish - cow - ax;

River - jam - door;

Lamp - milk - floor;

Summer - wheel - salt.

Grade: it is proposed to conditionally divide all sounds into five groups: the first four are the most frequently violated consonants (group 1 - whistling С, Сь, З, Зь, Ц; 2 - hissing Ш, Ж, Ш, Шch; 3 - Л, Ль ; 4 - P, Pb) and the fifth group - the remaining sounds, defects of which are much less common (vestopalatal sounds G, K, X and their soft variants, the sound Y, cases of defects in voicing, softening and extremely rare violations of the pronunciation of vowel sounds).

The pronunciation of sounds in each group is assessed separately according to the following principle:

3 points - perfect pronunciation of all sounds of the group in any speech situations;

1.5 points - one or more sounds of the group are pronounced correctly in isolation and in reflection, but are sometimes subject to substitutions or distortions in independent speech, i.e. not sufficiently automated;

1 point - in any position only one sound of the group is distorted or replaced, for example, as often happens, only one sound suffers solid sound R, while the soft version is pronounced correctly;

0 points - all or several sounds of the group are subject to distortion or substitution in all speech situations (for example, all whistling sounds are pronounced defectively, or the sounds C, 3, C suffer, but Cb and Zb are preserved). The points awarded for each of the five groups are summed up. The maximum number of points for the entire task is 15.

^ 3. Study of language analysis skills

How many words are there in a sentence?

The day was warm.

2. A tall birch tree grew near the house.

How many syllables are in a word?

4. pencil

Determine the place of the sound in the word:

the first sound in the word roof;
the third sound in the word school;
the last sound in the word glass.

How many sounds are in a word?

bag
dictation

The child is offered three attempts with stimulating assistance: “Think again”

Grade: 1 point - correct answer on the first try;

0.5 points - correct answer on the second attempt;

0.25 points - correct answer on the third attempt;

0 points - incorrect answer on the third attempt.

The maximum number of points for all tasks is 10.

^ Results of diagnosing the level of formation of phonemic perception at the ascertaining stage of the project in table 1,2. (Annex 1)

Only with a clear sound pronunciation of all sounds is it possible to ensure the relationship between a letter and the corresponding sound, which is also necessary for mastering reading and writing, and almost always, phonemic hearing that is not formed in time entails certain shortcomings in sound pronunciation. That is why pronunciation diagnostics were carried out in the experimental and control groups. Results of diagnosing sound pronunciation at the ascertaining stage of the project in table 3.4. (Annex 1). Since leading scientists have proven the existing direct relationship between the level of development of phonemic perception and the ability to master the skill of sound analysis and synthesis, we also carried out diagnostics of the formation of the skill of elementary sound analysis in the experimental and control groups in order to trace the influence low level development of phonemic awareness. Results of diagnosing the level of formation of the skill of sound analysis and synthesis at the ascertaining stage of the project in table 5,6 (Appendix 1)

As a result ascertaining experiment We obtained initial data on the level of formation of phonemic processes, which are necessary prerequisites for learning to read and write, namely: the level of formation of phonemic perception, sound pronunciation, and the elementary skill of sound analysis and synthesis. As can be seen from the diagrams, in children of the experimental and control groups the percentage of quality of performance in all tests is low, i.e. the basic basis for mastering written language has not been formed. Table 7 (Appendix 1)

^ Formative experiment.

System of correctional work on the formation of physical fitness in younger schoolchildren

It is clear that eliminating speech defects is impossible without specially organized correction of phonemic processes.

Corrective classes were carried out frontally (3 times a week), individually (correction of sound pronunciation 1 time a week). It is clear that without the ability to clearly differentiate phonemes of the native language by ear, it is impossible to master the skills of sound analysis and synthesis, and this makes it impossible to fully master writing and reading skills.

The development of phonemic perception is carried out from the very first stages of speech therapy work. If a child has a defect in sound pronunciation, then work on the development of phonemic perception should be carried out simultaneously with the production and automation of sounds because Without a full perception of phonemes, without their clear distinction, their correct pronunciation is impossible. To solve this problem, we used traditional methods of well-known speech therapists-practitioners (T.B. Filicheva, G.V. Chirkina, Z.V. Repina, V.I. Seliverstova, T.A. Tkachenko, etc.)

Throughout the correctional work, it is necessary to take into account the state of children’s pronunciation skills, which allows us to determine the content of individual work on the formation of pronunciation. Particular attention should be paid to the development of auditory attention and memory, as well as eliminating deficiencies in motor skills and performing gymnastics that develop the articulatory apparatus. Many authors note the interdependence of speech and motor activity, the stimulating role of training fine finger movements. To achieve better results in making sounds, so that the process is more entertaining and captivates children, we use the following method in the process of correctional work: bioenergoplastics is a friendly interaction between hand and tongue. According to Yastrebova A.V. and Lazarenko O.I. body movements, joint movements of the hand and the articulatory apparatus, if they are plastic, relaxed and free, help to activate the natural distribution of bioenergy in the body. This is extremely beneficial influence to enhance the intellectual activity of children, develop coordination and fine motor skills. The essence of this technique is that hand movement is added to all classic articulation exercises. Dynamic exercises normalize muscle tone, switchability of movements, making them precise, easy, and rhythmic. The child forms a visual image of the required articulatory structure and sound production based on kinesthetic sensations occurs much faster.

(Appendix 2)

The teacher can independently select the hand movement for any articulation exercise. The important thing is not what exactly the child will do, but how he will do it. The child's attention is drawn to the simultaneous performance of articulation exercises and hand movements.

An important link in correctional work is the development in children of the ability to differentiate sounds in pronunciation that are similar in sound or articulatory position. This skill can be developed through specially selected games.

All speech therapy system Based on the development of children’s ability to differentiate phonemes, we can roughly divide in six stages:

This work begins on the material of non-speech sounds and gradually covers all speech sounds included in the sound system of the language (from sounds already mastered by children to those that are introduced and introduced into independent speech).

In parallel, from the very first lessons, work is carried out to develop auditory attention and auditory memory, which allows us to achieve the most effective and accelerated results in the development of phonemic perception. This is very important because... The inability to listen to the speech of others is often one of the reasons for children’s incorrect speech.

Stage 1.Recognition of non-speech sounds. At this stage, through special games and exercises, children develop the ability to recognize and distinguish non-speech sounds. These activities also contribute to the development of auditory attention and auditory memory (without which it is impossible to successfully teach children to differentiate phonemes).

Game 1. Children stand in a circle. Unnoticed by the driver, they pass the bell behind each other's backs. The driver must guess and show which child the bell rang behind.

Game 2. The speech therapist places several objects (or voiced toys) on the table, manipulating the objects (knocks a pencil on the table, rattles a box with buttons, a rattle), he invites the children to listen carefully and remember what sound each object makes. Then he covers the objects with a screen, and the children guess what is ringing or rattling. On at this stage it is possible to use ICT (Sound in MP 3 format: car, water, guitar, door, doorbell, telephone)

Game 3. “Sounds of School.” Close your eyes, listen to the sounds coming from the corridor, from the street.

Stage 2. ^ Distinguishing the pitch of the timbre and the strength of the voice. “Cubs” (imitate voices, find out whose voice) The use of ICT will make classes for children extremely interesting and memorable (Sound in MP 3 format: Game “Three Bears” - Mikhail Ivanovich, Mishutka, Nastasya Petrovna; “Cubs” - hens - chickens , cat-kitten, dog-puppy)

Stage 3. ^ Distinguishing words that are similar in sound composition. 1. Clap your hands when you hear the correct name of the picture (wagon-wagon-wagon-wagon-fakon-wagon). You need to start with words that are simple in sound composition and gradually move on to more complex ones.

2. The speech therapist puts pictures on a typesetting canvas, the names of which are similar in sound (rak lak mak bak juice suk house kom lom som goat spit puddles skis) Then he names 3-4 words, and the children select the corresponding pictures and arrange them in the named order.

3. The speech therapist puts the following pictures on the typesetting canvas in one line: lump, tank, branch, branch, skating rink, slide. Then everyone is given a picture. The child must place this picture under the one whose name sounds similar. As a result, you should get approximately the following rows of pictures on the typesetting canvas:

Com tank bitch branch skating rink slide

House cancer bow cage scarf crust

Catfish poppy beetle heel leaf mink

Stage 4. Syllable differentiation. Example: The speech therapist pronounces several syllables (na-na-na-pa). Children determine what is unnecessary here. The work is carried out in the following sequence:

1. open syllables; 2. closed syllables; 3. syllables with consonant clusters;

Stage 5. Distinguishing phonemes of the native language.

The formation of differentiation of sounds is carried out based on various analyzers: speech-auditory, speech-motor, visual. Features of the use of certain analyzers are determined by the nature of the differentiation disorder. Work on differentiating mixed sounds should begin by relying on more intact visual perception, tactile and kinesthetic sensations received from the organs of articulation during the pronunciation of speech sounds.

At this stage we used one from correctional health-saving technologies – speech rhythm V which is based on the methods of T.M. Vlasova, A.N. Pfafenroth and L.P. Noskova.

Speech rhythm is a system of exercises in which various movements of the head, arms, legs, and torso are combined with the pronunciation of certain speech material, which are based on the relationship between articulation, hearing and movement. Speech rhythms can be used at the very beginning of school education individually and in groups and included in any speech therapy session.

The duration of speech exercises is regulated by a speech therapist, based on the individual characteristics and capabilities of the child, and is usually 5-10 minutes. The material for the exercises are individual sounds, sound “chains”. All exercises are carried out by imitation. You should start working with vowels, then move on to consonants, taking into account the sequence of differentiation of sounds in ontogenesis. ( Appendix 3).

Examples of exercises used at this stage of work:

1. Determine by silent articulation what sound the speech therapist pronounces (in front of the mirror). The ability of kinesthetic discrimination is developed. The schemes of vowel sounds presented in the methodology of T.A. are used. Tkachenko

2. Determining the presence of a sound in a word:

1) Raise the letter corresponding to the given sound.

2) Name the pictures whose names contain the given sound.

3) Match a given letter to a picture whose name contains the given sound.

4) come up with words that include the sound corresponding to the presented letter.

3. Games for differentiating consonants in Lopukhina’s book “550 entertaining exercises for speech development.”

Stage 6. Formation of sound analysis skills.

Phonemic analysis involves both elementary and complex forms of sound analysis. It is considered elementary to highlight a sound against the background of a word. A more complex form is to isolate the first and last sound from a word and determine its place in it.

The most complex form of analysis is determining the sequence of sounds in a word and their amount of space in relation to other sounds. This form appears in children only during special training.

^ Isolating a sound against the background of a word.

Stressed vowels stand out much more easily than unstressed ones. Frictional and sonorant sounds, being longer, stand out better than plosives.

With great difficulty, children determine the presence of a vowel in a word and isolate it from the end of the word. A vowel sound is often perceived not as an independent sound, but as a shade of a consonant.

Work on isolating sounds against the background of a word begins with articulatory simple ones.

First, it is necessary to clarify the articulation of the consonant - using visual perception, and then based on kinesthetic sensations. At the same time, attention is paid to the sound characteristic of each sound, the presence or absence of sound in syllables presented aurally is determined. Then the speech therapist suggests determining the absence or presence of sound in words of varying complexity (one-syllable, two-syllable, three-syllable). First, the presence of sound is determined by hearing and on the basis of one’s own pronunciation, then only by hearing and, finally, by auditory pronunciation ideas in the mental plane.

Tasks:

1. Show the letter if the word has a corresponding sound.

2. Select a word from the sentence that includes the given sound and show the letter.

3. Match the letters with pictures whose names contain the given sound.

Isolating the first and last sound from a word.

A) Isolating the first stressed vowel from a word. The work begins with clarifying the articulation of vowel sounds.

1. Determine the first sound in words.

2. Choose words starting with vowels A, O, U.

3. Select pictures whose names begin with stressed vowels A, O, U.

B) Isolating the first consonant from a word. Isolating the first consonant from a word is much more difficult for children than isolating a consonant from the background of a word. The main difficulty lies in dividing a syllable into its constituent sounds. The development of the phonemic analysis function of isolating the first sound from a word is carried out after children have developed the ability to isolate sounds from backward and forward syllables and recognize the sound at the beginning of a word

1. Choose names of flowers, animals, birds, dishes that begin with a given sound.

2. Based on the plot picture, name the words starting with this sound.

3.Guess the riddle, name the first sound in the answer.

c) Determining the place of sound in a word.

First of all, it is proposed to determine the place of the stressed vowel in monosyllabic and disyllabic words. Then the definition of the consonant sound in the word.

1. Choose words in which L is at the beginning, at the end, in the middle.

2. Playing lotto. Cards with pictures for a specific sound and cardboard rectangular strips, divided into 3 parts.

^ Development of complex forms of phonemic analysis (determining the sequence of the number and place of sounds in a word) Speech therapy work is carried out in close connection with teaching reading and writing. We can distinguish the stages of formation of phonemic analysis as a mental action.

1 - formation of phonemic analysis based on auxiliary means, external actions (pictures and graphic diagrams)

2 - formation of the action of phonemic analysis in speech terms.

3 - formation of phonemic action in the mental plane (without naming the word)

It is expected that the speech material will become more complex. In the process of correcting reading disorders, not only oral analysis of words is used, but also composing words from letters of the split alphabet and written exercises.

When developing a system of speech therapy work we took into account ontogenetic principle.

In the process of forming phonemic perception, we took into account the stages and a certain sequence of distinguishing sounds in ontogenesis when determining the order of differentiation of sounds (according to N.Kh. Shvachkin).

Also when choosing methods and technologies I took into account the principle of maximum reliance on multimodal afferentations, on the greatest possible number of functional systems, on various analyzers (especially in the initial stages of work). Thus, the process of differentiation of sounds is first carried out with the participation of visual, kinesthetic, and auditory afferentations. Later, auditory differentiation takes on a leading role. In this regard, with underdevelopment of phoneme differentiation, initial reliance is placed on the visual perception of articulation, kinesthetic discrimination when pronouncing sounds, and on auditory images of differentiated sounds. As a result, the development of speech kinesthesia is carried out initially based on visual and tactile sensations.

Since the sensation of the position of the speech organs in the process of articulation is difficult, children cannot immediately determine the position of the lips and tongue when pronouncing a particular sound, then in this case an effective technology is bioenergoplasty – (friendly movements of the organs of articulation and hands) and speech rhythms .

Due to the fact that speech disorders can be caused by organic damage to the cortical areas of the brain involved in the process of reading and writing, a delay in the maturation of these systems, and disruption of their functioning , included in the classes tasks for orientation in space and one’s own body, which activate nervous processes, sharpen attention and kinetic memory; breathing exercises– stimulating brain function, regulating neuropsychic processes; kinesiological exercises, influencing interhemispheric interaction (“brain gymnastics”), promoting the activation of various parts of the cerebral cortex or correcting problems in various areas of the psyche. By performing these exercises in the system, a person’s hidden abilities are revealed and the boundaries of his brain’s capabilities are expanded. Children studying at a speech center, as a rule, do not have good health, and when working with these children, health care plays a huge role and increases the effectiveness of correctional work. Elements of health-saving technologies were included in almost every lesson. I also used ICT (sounds, diagrams, visual symbols) in the classroom. Thanks to the above technologies, it was possible to construct speech therapy work on the differentiation of sounds based on various analyzers: speech-auditory, speech-motor, visual. During physical education sessions, work was also carried out to develop phonemic awareness. Ball games aimed at developing phonemic processes were used. The exercises are presented in the “Collection of exercises for the development of phonemic awareness in primary schoolchildren” (The collection was published on the pages of the electronic publishing house ZAVUCH.INFO)).

This material was also recommended for use by teachers. primary classes in work on the development of phonemic awareness in lessons and other routine moments in order to prevent dysgraphia and dyslexia, develop the skills of sound analysis and synthesis.

Control stage.

A year later, after the formative experiment, re-examination of phonemic processes in the experimental and control groups (control diagnostics) using the same speech tests as at the ascertaining stage. Tables 8-13 (Appendix 1) Comparison of the results of the first and second sections makes it possible to evaluate the effectiveness of the correction. As a result of the correction, there was a significant increase in the percentage of quality of test performance in children in the experimental group. (The percentage of the quality of performing tests on phonemic perception in children from the EG increased from 55.9% to 98.6%, sound pronunciation - from 77.57% - to 97.87%, the development of sound analysis skills - from 59.72% to 99 .5% Slight positive dynamics are observed in children of the control group (the percentage of the quality of test performance on phonemic perception in children from the control group increased from 66% to 80.5%, sound pronunciation - from 73.3% to 83.3%, skill development sound analysis - from 69.5% to 83%). Without special correctional training for children with oral speech disorders, the process of forming the phonemic processes necessary for successful mastery of reading and writing is impossible. Tables 14-15 (Appendix 1)

We can conclude that the activities I conducted contributed to the development of phonemic awareness and other phonemic processes necessary for the successful acquisition of written language. Thus, the goals have been achieved, the tasks set during the project have been completed.

Conclusion.

Theoretical study of the problem of immature phonemic perception in first-graders and the results of the pedagogical project led to the conclusion that the state of physical fitness affects the child’s level of readiness to master written speech. FV that is not formed in time leads to secondary speech disorders (phonetic-phonemic, lexical-grammatical, general underdevelopment of speech) that interfere with successful learning to read and write, which is the foundation for all further schooling. This implies the need for timely diagnosis and development of a system of correctional intervention through the creation of special conditions taking into account the ontogenesis of the development of physical function, the principles of correctional and developmental, personality-oriented education, the psychophysiological characteristics of primary schoolchildren with speech disorders in order to prevent and correct dyslexia and dysgraphia.

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