Zamkovaya Olga Makarovna
Job title: teacher speech therapist
Educational institution: MOUSOSH No. 1
Locality: S. Novoselitskoye, Stavropol Territory
Name of material: methodological development
Subject: Project: "System didactic games and gaming techniques aimed at developing phonemic awareness in children with ODD"
Publication date: 12.03.2017
Chapter: secondary vocational
Speech therapy project
Topic: “System of didactic games and gaming techniques aimed at
on the development of phonemic awareness in children with special needs development"
Completed:
Zamkova O.M. -teacher-speech therapist
highest qualification category
MOUSOSH No. 1s. Novoselitskoye
1.Relevance of this topic
devoted to
problem
formation
phonemic
perception in children with special needs 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
training
Therefore very
eliminate
speech deficiencies even 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 in
preparation
school
training,
preschool
age,
formed
phonemic
perception, it is impossible to successfully master literacy and writing skills.
corrections
speech therapy
violations
preschoolers
positive
yourself with didactic games and game techniques and therefore the speech therapist needs
widely use games in correctional work” (V.I. Seliverstov).
Phonetic-phonemic
underdevelopment
violation
processes
formation
pronunciation
various speech disorders due to defects in perception and
pronunciation of phonemes with intact physical hearing and intelligence.
Thus, to increase the effectiveness of correctional work
formation of phonemic
perception
preschoolers
ONR is necessary
use
didactic
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
development of 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
is
adult
ways
training.
Essence
didactic
is
mental
proposed
entertaining
overcoming
certain
difficulties.
perceives
mental
practical,
gaming, which increases his mental activity. (A.K. Bondarenko).
Didactic
certain
structure,
distinguishing
exercises.
Structure
basic
elements,
characterizing
training
activity
simultaneously.
The following structural components of the didactic game are distinguished:
didactic task;
game task;
game actions;
rules of the game;
result (summarizing).
modern
speech therapy
didactic
is created
teacher
specifically for educational purposes, when learning takes place on the basis of a game
and didactic task. In a didactic game, the child not only receives
generalizes
consolidates
Didactic
acts simultaneously as a type of gaming activity and a form of organization
interaction between the speech therapist and the child.
creation
modern
didactic
promoting
development
belongs
Tikheeva.
claims that speech is an invariable companion to all the child’s actions; word
consolidate
effective
digestible
child.
Manifestations of a child’s speech are most pronounced in and through play.
IN word games, says A.K. Bondarenko, a child learns to describe
objects,
guess
description,
signs
similarities
differences,
group
items
various
properties,
signs,
find
illogicalities in judgments, inventing stories yourself.
Game actions in verbal games form auditory attention, skill
listen to sounds; encourages repeated repetition of one thing and
the same sound combination that exercises the correct pronunciation of sounds and
usage
didactic
speech therapist,
contribute
development
activity
increase
effectiveness of correctional work.
2.Development of phonemic perception in children’s speech development
preschool age
Phonemic awareness is the ability to perceive and differentiate
hearing the sounds (phonemes) of the native language, as well as understanding the meaning of different
combinations
helps
differentiate
human
volume,
speed,
intonation.
Children with phonemic awareness disorders often distort their speech
sounds that can be pronounced correctly. Reason not correct speech
reluctance
speak
Right,
shortcomings
phonemic perception. For children with phonemic underdevelopment
perception is also characterized by violations of the sound and syllabic structures of the word
(omission, insertion, rearrangement, repetition of sounds and syllables). By using
development of articulatory skills can be achieved only minimally
temporary.
Phonemic
perception
is
the most important
incentive
formation
normalized
pronunciation.
Permanent pronunciation correction can only be guaranteed if
advanced
formation
phonemic
perception.
Undoubtedly
phonemic
lexico-grammatical
representations.
systematic work on the development of phonemic awareness, children are much more
perceive
distinguish:
graduation
consoles
words with the same root, common suffixes, prepositions with consonants
sufficient
formation
phonemic
perception
impossible
formation
phonemic
processes,
emerging
formation
full-fledged
phonemic representations, phonemic analysis and synthesis. In your
long-term
special
exercises
formation
children do not master literate reading skills in sound analysis and synthesis
violation
phonemic
perception
cope
sound
analysis
leads
difficulties
violations
(omissions,
rearrangement, replacement of letters) and is the reason for their failure. Job
development
phonemic
perception
meaning
assimilation
correct
sound pronunciations
further
successful
teaching children at school. She leads the child to a complete analysis of sound
word composition necessary for teaching literacy. A child with good
phonemic
in acceptance
Violations
sound pronunciation, that is, the inability to correctly pronounce some
Right
connects
the corresponding letter, and does not make mistakes in writing.
3. Stages in the work on the formation of phonemic awareness
The development of phonemic awareness occurs at all stages
held
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 a given language.
Parallel
held
development
auditory attention and auditory memory, which allows you to achieve the most
effective
accelerated
results
development
phonemic
perception.
inability
listen closely
those around
is
wrong
sound pronunciations.
formation
phonemic
perception
highlight the following stages:
stage
recognition
non-speech.
process
special games and exercises in children develop the ability to recognize and
distinguish
non-speech
contribute
development
auditory
attention
auditory
impossible
teach children to differentiate phonemes.
material
identical
the words are different: rhyming, change in sound complex in height and strength” and
etc.). During this stage, preschoolers learn to distinguish between heights,
3rd stage- the difference between words that are similar in their sound composition through
different from the others, choose a rhyme for the poem, reproduce
syllable row with a change in stress, reproduce the word in rhyme, etc. On
At this stage, children must learn to distinguish words that are similar in sound
are offered
learn
distinguish words that differ in one sound (Words are selected in which
sounds that are distant in their acoustic-articulatory properties are different. For example,
sibilants – sonorant or affricates – sonorant).
4th stage –
differentiation
exercises
stage, children are taught to listen to the sound of syllables and words, independently
find
different-sounding
Right
reproduce
syllable combinations develop auditory attention. Children can be offered
complete the following tasks: reproduce syllable combinations with the same
vowels and different consonants, syllable combinations that differ in
sonority-voicelessness
poo-boo-poo);
reproduce
syllabic
building up
consonants
syllabic
combinations
a common combination of two consonants and various vowels (tpa-tpo-
tpu-tpy).
5th stage –
differentiation
sounds.On
distinguish phonemes of the native language. You need to start with differentiation
vowel sounds. At this stage, children learn to isolate the desired sound from the composition
didactic exercises – teach children to listen to the sound of words, clearly and
Right
pronounce
find
highlight
Certain sounds develop phonemic hearing.
6th stage –
development
phonemic
the task of the last, sixth, stage of classes is to develop in children
basic sound analysis skills. This work begins with the fact that
preschoolers are taught to determine the number of syllables in a word and clap two
and three compound words; clap and tap the rhythm of words of different syllabics
where children learn to determine the place of a vowel sound among other sounds. Then
begin to analyze consonant sounds. At the same time, the child is first taught
highlight the last consonant sound in a word. Implementation of activities on
the above stages takes place with complex interaction with narrow
specialists.
Thus, work on the development of phonemic awareness
must
be carried out
step by step:
beginning
discharge
distinctions
non-speech
sounds
thin
differentiation
sounds
loved ones
acoustic-articulatory properties. Work is being carried out in parallel
on the development of auditory attention and memory in preschoolers.
4. A set of games and game exercises aimed at developing
phonemic awareness
A set of games and gaming exercises aimed at developing
phonemic
perception
preschool
age
speech
violations, 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 and recognition
non-speech sounds
Games in this group contribute to the development of children's auditory influence and
control, 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
items
shelf, etc.)
Description of the game. The presenter behind the screen makes noises and sounds in different ways.
objects. The one who guesses what the presenter is doing to make noise raises
hand and tells him about it.
You can make different noises: throw a spoon, an eraser, a piece on the table
cut
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 between height, strength, and
The purpose of these games and exercises is to teach children to speak loudly, quietly,
reproduce
onomatopoeia,
develop
auditory perception.
"Three Bears".
Progress of the game: an adult displays pictures of three bears in front of the children -
large, medium, small. Then, telling the tale of the three bears,
pronounces
relevant
"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
“ku-ka-re-ku”, “av-av-av” or “meow-meow”, etc. The driver must guess who
one of the children shouted. If he guesses correctly, he stands in a circle. The one who is recognized will be
driving If you don’t guess correctly, then you just have to drive again.
Games aimed at distinguishing between correctly and incorrectly pronounced words
sound
“How to say it correctly?”
Target. Learn to identify poorly pronounced words and correct them.
Description of the game. Speech therapist imitates distorted and normal
pronounce the sound in a word and invite children to compare the two types
pronunciation and reproduce the correct one.
"Be careful"
Target. Learn
determine
right
pronunciation
words Equipment. Pictures: banana, album, cage.
Description
games. Before
child
lay out
Pictures
offer
listen carefully to the speech therapist: if the speech therapist names the picture correctly
raises
wrong
Pronounced words: baman, paman, banana, banam, vanan, come on, bavan, vanan;
ketka, keletta, ketka, ketka, tlekta, quette.
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, nesting doll, potato, etc.
Description
games. Speech therapist
pronounces
offers
a word that is not like 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, emphasizing the last word with his voice
in the first line, and asks you to choose one word from the following to rhyme
proposed:
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 is a funny toy, and his name is... (Parsley!)
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 depicted on
picture, he should raise a green circle, if incorrect - red
(baman,
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, ability to reproduce clearly
syllable chains.
Equipment: ball.
Description of the game. Children sit in a circle. The teacher offers the children one by one
catch the ball and listen carefully to the chain of syllables, then the child should
repeat correctly and throw the ball back. Syllable rows 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 coming out from there,
pronounce
rest
determine
second and third. Later, the games introduce the syllables that make up a word,
for example MA-SHI-NA, after naming a syllable series, children answer that
it worked out, or they find such a picture among others.
Games aimed at differentiating sounds
An adult gives pictures to a child. Pictures of a train, girls,
birds and explains: “The train is buzzing oo-oo-oo; the girl is crying ah-ah-ah; bird
pronounces
for a long time,
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 where
depicted
you can hear: sh-sh-sh-sh... I put this picture on the left side of the table.” Then
shows
picture,
depicted
reminds
buzzes: w-w-w-w... “I put this picture on the right side of the table.
Now I will show and name the pictures, and you listen, in the title
which one will sound [w] or [z]. If you hear the sound [w], then the picture
it must be placed on the left, and if you hear the sound [zh], then it must be placed on the right.”
shows
execute
causes
Children take turns naming the pictures shown.
Images
pick up
spoken
matched their spelling. You can’t take words where the sound [zh] is
at the end of a word or before a voiceless consonant.
"Find your picture"
Target. Differentiation of sounds [l] - [r] in words.
Equipment. Images,
name
Each sound is matched with the same number of pictures.
Description
games. Teacher
lays out
Pictures
pattern
distributes the children into two groups and tells them that one group will
select pictures for the sound [l], and another for [p]. 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 turns out first goes for the next picture, etc. When all
children take the pictures, both groups turn to face each other and
called
Pictures.
repetition
modify:
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
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 place
sound (beginning, middle, end)
"Fun Train"
Target. Learn to determine the location of sounds in a word.
Equipment: toy
Pictures,
names
a specific sound that occupies different positions in a word.
Description
games. Before
located
steam locomotive
carriages in which toy passengers will travel, each in their own carriage:
in the first - those in whose name the given sound is 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. Consolidation of differentiation of vowels and consonants, development
attention,
you were fast
thinking. Equipment: balls
red
colors. Description of the game. Red is a vowel. Blue - no. What's the sound? Give it to me
The teacher throws the ball to the children. The catcher calls a vowel sound if the ball
red, consonant - if the ball of blue color, and throws the ball back
teacher
“Show me the circle of the right color.”
Target. Securing
Differences
v o l e s
consonants
sounds, 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 red if it is a vowel sound.
Description of the game. First option.
Differentiation games can be played in a similar way.
consonants in softness - hardness, sonority - loudness.
"Name your brother"
Target. Consolidation
submissions
m i g k and x
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 his soft pair - “little brother” and
throws
speech therapist
accept
carried out at a fairly fast pace. If a child makes a mistake and gives
If the answer is incorrect, then the speech therapist himself names the desired sound, and the child repeats
So
way,
didactic
games
development
phonemic awareness contribute to the successful development of children
prerequisites for further mastering the norms of the native language, so
development
phonemic
hearing
perception
It has
big
meaning
mastery
skills
reading
letters,
positively
influences the development of the entire speech system of the preschooler, as well as
lays
basics
successful
training
school.
Task
speech therapist
is to arouse students' interest in the game,
competently organize the game, ensuring an interested perception
children
studied
material
attracting
mastery
new
knowledge, skills and abilities.
Conclusion
latest
researchers
apply
problem
phonemic
perception
preschoolers.
accidentally,
development
correlations
clear auditory differentiation, ability to analyze speech
current into component units. Consequently, a high level of development
phonemic awareness is a prerequisite for successful development
literacy in the future, especially for children with speech impairments.
Thus, without special corrective influence, the child
will not learn to distinguish and recognize phonemes by ear, analyze
syllabic composition of words. The described step-by-step set of game exercises
in the classroom contributes to sufficient formation
phonemic
perception.
Application
practice
didactic games significantly increases the level of readiness for school
learning, prevents dysgraphia and dyslexia.
speech therapists,
educators
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. Collection of pets
tasks to overcome underdevelopment of the phonemic aspect of speech
in older preschoolers. – St. Petersburg, 2005
Alexandrova T.V. Live sounds or phonetics for preschoolers -
Saint 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
preschoolers. – M., 1997.
Gadasina L.Ya., Ivanovskaya O.G. Sounds of all trades: fifty
speech therapy games. St. Petersburg 2004.
Games in speech therapy work with children / ed. Seliversotov V.I. –
Golubeva G.G., Correction of violations of the phonetic side of speech in
preschoolers - St. Petersburg. 2000.
Durova N.V. Phonemics. How to teach children to hear correctly
pronounce sounds / N.V. Durova. – M.: Mosaic-Synthesis.
Zhurova L.E., Elkonin D.B. On the issue of formation
phonemic perception in preschool children. M.:
Enlightenment, 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.,
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. Familiarizing a preschooler with a sound word / Under
ed. F. Sokhina. – M.: Mosaika-Sintez, 2006.
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 structure; highlight 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:
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 lessons on the instructions of a speech therapist are conducted by the teacher in the afternoon, immediately after nap, that is, from about 15 o'clock until afternoon tea. 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 go in the shortest possible time from a helpless being to a person who masters 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. Plastic, quickly ripening nervous system A preschooler requires a careful attitude towards himself. 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” or “unreal” disrupt the course of individual development child, 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 of his life – entering school. Therefore, preparation for school begins to occupy a significant place in working with children of the 6th and 7th year of life. Here two aspects can be distinguished: firstly, the ongoing targeted development of the child’s personality and cognitive mental processes that underlie his successful mastery of the curriculum itself in the future, 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.
Municipal autonomous preschool educational institution
"Kindergarten "Romashka"
Speech therapy project
Topic: “Little Literacy”
Speech therapy games
in the development of phonemic hearing
in children 6 - 7 years old
Karavanova I. A.
teacher speech therapist
Sovetsky
Content:
Project passport………………………………………………………………...3
Explanatory note……………………………………………..4
Project stages……………………………………………..7
Conclusion………………………………………………………..9
Applications………………………………………………………10
Project passport
Problem It is very difficult to eliminate phonemic underdevelopment in children in a speech therapy center.
Full name Speech therapy project for the development of phonemic hearing in children 6-7 years old on the topic: “Little literate people”
Project type Practice-oriented
The goal of the project is to create conditions for the formation of phonemic hearing in children 6 - 7 years old through didactic games.
Educational areas Social and communicative development, speech development, safety, reading fiction, physical development
Project period 1 year
Expected results For children:
Perceive complex rhythms according to verbal instructions from the teacher
Divide words into syllables
Differentiate sounds by sonority - deafness, hardness - softness
Determine the position of a sound in a word
For teachers:
Enrich with knowledge and skills to carry out work on the development of sound and sound-letter analysis and synthesis of words.
For parents:
To enrich and replenish the knowledge of practical material necessary for the development of phonemic hearing in children.
Project participants Children of the Kalinka preparatory group attending a speech therapy center; preparatory group teachers, parents, children attending the speech center.
Presentation of the project photo presentation at parent meeting"We play"
Explanatory note
The speech therapy project “Little Literacy” presents materials on organizing joint activities of a speech therapist with children, educators and parents on the development of phonemic hearing in children 6-7 years old.
Relevance of the project:
The problem of preparing children with phonemic hearing impairments for school has been studied for a long time, but even now it does not lose its relevance.
Despite the fact that the special speech therapy literature covers in sufficient detail the stages and sequence of the process of forming phonemic perception, the number of children with phonemic hearing disorders is constantly increasing.
The lack of full perception of phonemes leads to the following disorders: the phonetic side of speech, syllable structure, vocabulary, grammatical structure speech, the formation of sound analysis and synthesis is impossible. Which will further lead to dyslexia and dysgraphia.
Problem:
It is very difficult to eliminate phonemic underdevelopment in children in a speech therapy center.
The knowledge of even experienced teachers of mass groups on this issue is insufficient.
Parents do not always pay attention to the immaturity of phonemic processes in children and do not see this as a problem.
In this regard, the “Little Literacy” project was developed
Didactic games and exercises will help develop phonemic hearing, collaboration with teachers and parents.
Novelty
The novelty of the project is the inclusion of games and exercises to develop a sense of rhythm.
Children with phonemic disorders It is quite difficult to complete tasks to evaluate and reproduce rhythms. Even when playing single-rest rhythms, they make mistakes. It is difficult for them to count the number of claps, blows, and then reproduce them correctly.
When memorizing poetry, such children violate the rhyme of the poem, since the rhythm and rhyme of the poetic form “eludes” them
The development of a sense of rhythm is one of the prerequisites for the implementation of speech activity.
A well-developed sense of rhythm creates the prerequisites for further mastery of the phonetic side of speech: the syllabic structure of a word, verbal and logical stress, and the rhythmic organization of the speech motor act.
The development of rhythm also prepares children to work on stress and intonation expressiveness of speech.
Games for the development of rhythmic sense create the necessary basis for the development of phonemic perception, teach not just to hear, but also to listen, compare and evaluate sounds by the force of impact. This stage of work is very important in the development of phonemic hearing.
Objective of the project:
Creating conditions for the formation of phonemic hearing in children 6 - 7 years old through didactic games.
Project objectives:
For children:
Educational
To develop skills in perceiving and reproducing simple and complex rhythms;
Learn to differentiate speech sounds by hardness - softness, sonority - deafness;
Teach syllable divisionIntroduce letters
Developmental
Develop auditory perception;
Develop skills in sound and sound-letter analysis and synthesis of words;
Educational
Cultivate perseverance and the ability to listen to comrades.
For teachers:
Training in special methods and techniques in conducting games and exercises for the development of auditory perception, phonemic hearing, development of rhythmic sense, speech breathing.
For parents:
Involving parents in correctional work with children with speech disorders
Introduce parents to the use of speech games to develop phonemic awareness at home.
Expected result:
For children:
Develop auditory perception
Formation of skills of perception of simple and complex rhythms
Differentiation of sounds by sonority - deafness, hardness - softness
Perform sound-letter analysis and word synthesis
Divide words into syllables
Know the letters of the Russian alphabet.
For teachers:
Enrichment with the knowledge and skills necessary to carry out work on the development of auditory perception, phonemic hearing, performing sound and sound-letter analysis and synthesis of words, rhythmic sense and speech breathing.
For parents:
Enrichment, replenishment of knowledge and practical material necessary for the development of phonemic hearing in children.
Project addressees:
Children of the Kalinka preparatory group attending a speech therapy center with a pedagogical diagnosis of FFND, OPD level III
Group teachers
Parents
Forms of work
Project stages:
Diagnostic stage
Responsible teacher-speech therapist (September 15 days) speech therapy examination of children in the preparatory group
collection of anamnestic data about the child
child supervision
individual conversations with parents
parent survey
Main (project implementation) stage (September-May)
Conducted during the academic year.
Responsible teacher-speech therapist.
Month Educational area Purpose
Work with children
September for the game “Guess What I’m Doing”
“Guess where the woodpecker is knocking” “Attentive ears”
“Rhythm” Development of auditory perception, development of a sense of rhythm,
October d\game “Letter mosaic”
“Identify the sounds in the word”
“syllabic arithmetic”, “Look, don’t make a mistake!”, Isolating the first stressed vowel in a word, familiarization with letters, dividing words into syllables,
November d\games “Guess the sounds in a word”, “Find a syllable”, “Look at the letters”, “letter book”, Isolating the last sound in a word, getting to know the letters,
December games “Living Sounds”, “Hidden Letters”, “Telegraph Operators”, Position of sound in a word, familiarization with letters, dividing words into syllables
January games “Find a sound house for the word”, “Unravel the letters”, “Same and different”, Syllabic carriages”, Position of sound in a word, familiarity with letters, dividing words into syllables Differentiation of sounds by voicedness-dullness, hardness-softness
February games “Collect the word”, “The letters are hidden”, “ Delicious table“,” “Syllabic chain”, “Guess what sounds are in the word?”, “Gather a word” Position of sound in a word, familiarity with letters, dividing words into syllables Differentiation of sounds by voicedness-dullness, hardness-softness
March d\games “Sounds are visiting”, “Letters are hidden”, “Flower shop”, “Fishing rod”, “Helicopter”, “Name the sound” Position of sound in a word, familiarization with letters, dividing words into syllables Differentiation of sounds by voicing - deafness, hardness-softness
April d\games “Spread the words in houses”, “Guess what our names are”, “Collect the word”, “Sound ball” Position of sound in a word, familiarity with letters, dividing words into syllables Differentiation of sounds by sonority-dullness, hardness- softness
May Final lesson, photo exhibitionWork with teachers
September individual conversations about the peculiarities of the development and upbringing of children October Consultation: Sound analysis of words" Introduce the peculiarities of the formation of sound analysis in preschool children
November Master class “Development of the skill of sound-letter analysis Training in special methods and techniques for performing sound analysis
November “Features of the development of phonemic hearing in children. Interaction of speech-motor and speech-auditory analyzers" Introduction to the peculiarities of the formation of phonemic hearing in preschool children
Working with parents
September history taking, individual conversations Determination of the structure of a speech defect
October Master class “Development of sound-letter analysis skills Training in special methods and techniques for performing sound analysis
January Consultation “Phonological hearing is the basis of correct speech” Introduce parents to games that develop phonemic hearing
February School speech development“Phonics Lessons” Introduction to phonemes, training in sound-letter analysis
March Consultation “The most common mistakes made by adults when teaching children to read at home” Training parents in reading techniques at home
May Final lesson 3 Final stage
For children
Compiling a collective album “My Favorite Letter”
Individual notebooks “Little Literacy”
For teachers
Card file did. games to develop phonemic awareness
For parents
Photo presentation “We are playing”
Conclusion:
Phonemic processes have formed in children
Teachers learned special techniques for developing phonemic awareness
Parents enriched and expanded their knowledge on the development of phonemic hearing in children.
Appendix No. 1
Work with children
PERSPECTIVE PLAN OF DIDACTIC GAMES FOR THE DEVELOPMENT OF PHONEMATIC HEARING FOR CHILDREN 6-7 YEARS OLD
Compiled by a speech therapist
Karavanova Irina Anatolyevna
No. Name of the game Didactic task Game material Literature
Preparatory stage
development of auditory perception
1. "Guess what I'm doing"
Development of auditory perception A bunch of keys, water in a bottle, harmonica, newspaper The speech therapist shows objects and performs actions with them. Invites the children to turn away, performs an action with the object and invites the children to guess - what rattled, rang, rustled?
2. “Guess where the woodpecker is knocking” Development of auditory perception, development of orientation in space Woodpecker toy, blindfold. Children with their eyes closed guess the direction of the woodpecker's knock.
3. “Attentive ears” Teach children to listen and understand the sounds of the world around them (birds singing, splashing water, the sound of the wind, etc.) Audio cassette 4. “Give me a word” Various poems familiar to children 5. “Who woke up Mishka?” Teach children to listen purposefully to surrounding sounds, perceive them and distinguish them. Toy Bear L.F. Fomina from 18
6. “Rubble” Development of auditory attention, learning to determine which words make sense and which do not. Speech material by Sokolov
Vasilyeva
From 25
7. “Find a pair” Exercise children in selecting words that differ from each other in one sound. The disk is divided into 2 parts.
Subject pictures: scythe-goat, firewood-grass, reel-reel, fishing rod-duck, etc. Shvaiko
C 53
Games to evaluate and play
8. “Rhythm” Wooden sticks, one for each child. The speech therapist taps out a simple rhythm with pauses and asks the child to repeat.
9. “Tap the rhythm according to the pattern” Teach children to tap the rhythm, observing pauses between claps Cards with a rhythmic pattern The child taps the rhythm card
10. “Names and Rhythms” Teach children to tap out the rhythm, observing the stressed syllable in the word, write down the rhythm pattern Plane pictures of boys and girls, chalk, board Shvaiko G.S.
11. “Guess our names by the rhythm” Exercise children to correlate the desired name with the rhythm pattern Plane pictures of boys and girls, rhythm patterns M.A. Mikhailova from 44
12. “Walk” Development of a sense of rhythm Musical hammers according to the number of players (instead of a hammer you can use a tambourine, wooden spoons, etc.) M.A. Mikhailova from 45
13. “Identify the card by rhythm” Teach children to correctly find the desired rhythmic pattern using the clap (or tapped rhythm) Cards with a depicted rhythmic pattern, children's musical instruments (drum or tambourine, musical hammer, etc.)
Prize chips of M.A. Mikhailov from 48
14. “Listen and repeat” Teach children to reproduce the rhythm with two pauses. Musical instruments (drum, tambourine, wooden spoons, etc.) The speech therapist clap the rhythm with 2 pauses and asks the child to repeat.
15. “Tap the rhythm” (“Morse code”) Reproduction of a rhythmic pattern according to verbal instructions Musical instruments The child, according to the verbal instructions of the speech therapist, taps the rhythm that will be given to him through the verbal instructions
Main stage
d/games for the formation of phonemic analysis and synthesis
16. “Identify the sounds in a word” Teaching children the sound analysis of words Chips for designating sounds, strip diagrams of the sound composition of words, L.E. pointer. Zhurova,
N.S. Varentsova from 16
17. “Guess the sounds in the word” The same Chips of three colors, stripes-schemes The speech therapist names the word by sounds and the child guesses the word
18. “Living sounds” Strengthen the ability to conduct sound analysis of words Chips of three colors, picture by L.E. Zhurova, N.S. Varentsova from 20
19. “Sounds come to visit” Ability to perform sound analysis of words consisting of two sounds Schemes of the sound composition of words, chips for designating Sokolov’s sounds
Vasilyeva
20. “Match a word to a diagram” The ability to navigate the sound structure of a word consisting of 3 sounds Schemes of the sound composition of words, object pictures Children are given cards with sound diagrams of words, the child must choose a picture that corresponds to the sound scheme
21. “Find a sound house for the word” The same circle, divided into four parts. In the center of the circle there is a sound diagram of the word 22. “Let's build a pyramid” Exercise children in determining the number of sounds in words Drawing a pyramid of squares. At the bottom there are five squares, then four, three and two. Subject pictures consisting of 2 to 5 sounds (eg: mustache, catfish, porridge, bag) 23. “Gather a word” Determining the first sound in words and composing words from the selected sounds (three or four) Cards with pasted pictures. On each card (for example: flour, aster, bun, poppy) back side The guessed word is pasted on the card) The speech therapist names the word by sounds: m-u-h-a
Note: at the beginning, words consisting of two, then three sounds are composed, then words consisting of four sounds with open words; as the material is mastered, words with a combination of consonant sounds are introduced.
24. “Guess what our names are?” Strengthen the ability to identify the first sound in words and compose words from the highlighted sounds (three to four), practice reading words of three to four letters. Table with images of children: girls and boys (four to five). There are 4-5 long pockets on top for subject pictures, and pockets on the bottom for letters. Subject pictures and cards with letters. G.S. Shvaiko from 43
D/games and exercises for isolating a separate sound in a word, determining the position of a sound in a word
25. “Find pictures that begin with a sound...” Practice identifying the first sound in a word Object pictures 26. “Identify the first sound in a word” Strengthen the ability to identify the first sound in a word Cards with object pictures on each card there are six images. The combination of items on the card may be different. Objects, names that begin with vowels.
Items whose names begin with consonants that are easy to pronounce.
Pictures of whistling and hissing sounds: different tricks colors - red, blue, green; chips with the image of a ringing and crossed out bell (to differentiate voiced and unvoiced sounds). G.S. Shvaiko from 42
27. “Chain of words” Exercise children in identifying the first and last sound in a word Cards with object pictures (pencil-cabinet-flag-bush-axe-rocket-bus-bitch-key-kettle-cat-pineapple-catfish-mac-crocodile -onion)
G.S. Shvaiko from 44
28. “Find the place of the sound in the word” Exercise children in the ability to find the same sound in the name of objects and determine the position of the sound in the word Cards with object pictures, on each card there are three pictures with the same sound in the name, e.g.: poppy, stork, hand, but with different positions in the word
Chips-diagrams depicting the position of the sound in the word by G.S. Shvaiko from 46
29. “Match the word to the diagram”
1 option
Option 2 Exercise children in the ability to determine the position of a sound in a word; differentiation of whistling and hissing sounds in words
Is the same; practice independently inventing words with a given sound, focusing on the sound pattern Cards with three sound patterns in words (one cell is shaded at the beginning, end and middle of the pattern), object pictures whose names contain the sounds “s” and “sh”
Same
G.S. Shvaiko from 46
G.S. Shvaiko from 47
30. “Who lives in the house?” Exercise children in selecting words with a certain sound, activate the vocabulary on the topic “animals” Flat houses with four windows, in the attic there is a window for a letter; object pictures depicting animals.
k- cat, goat, rabbit, kangaroo;
s- elephant, dog, magpie, fox;
h- hare, zebra, goat;
ts - chicken, heron, hen;
g- giraffe, crane, hedgehog. G.S. Shvaiko from 47
31 “Collect a bouquet” Exercise children in distinguishing a given sound in words, fixing the name of the color Cards with vases. The vases contain stems with flower heads made of velvet paper attached to the ends. The vases have pockets for letters. Multi-colored flowers cut out of paper. Flowers with sounds: s – blue, lilac, red, gray; l – blue, white, violet, green, yellow; r – red, pink, orange, lilac, gray
G.S. Shvaiko from 51
32. “Builders” Teach children to come up with words with the sounds “r” and “ry” A sheet of paper, a felt-tip pen or a board and chalk Zhurova p. thirty
33. “Broken TV” Teach children to identify the vowel sound in the middle of a word by silent articulation. Speech material: words consisting of three sounds (poppy, onion, smoke, juice, peace, etc.); chips with symbols of sounds or letters. The speech therapist declares himself a speaker. The TV sound is broken. Shows articulation of vowel sounds, and then pronounces short words, naming the first and last sounds, and the vowel - silent articulation.
34. “What vowel sound is hidden in the word?” Teach children to identify the vowel sound in the middle of the word and relate it to the letter Cards divided into two parts. At the top of the card are depicted objects whose names have one vowel sound in the middle of the word (moss, catfish, smoke); at the bottom there is space for letters, letters. The child is asked to look at the pictures, identify the vowel sound in the words and put a letter under each picture.
35. “Who is bigger?” Exercise children in coming up with words for a given sound Chips, prizes Children come up with words for a given sound
Didactic games for differentiating sounds
36. “Tim and Tom” Exercise children in distinguishing by ear and in pronunciation of hard and soft consonants Two plane pictures depicting little men in blue and green hats; object pictures starting with paired consonant sounds according to hardness - softness (eg: p-p) Bugrimenko from 17
37. “Distribute the words into houses” Teach children to differentiate consonant hard and soft sounds Flat houses with four windows. On the attic window there are symbols of the consonants of hard and soft and soft sounds. Subject pictures whose names begin with paired consonant sounds of hardness and softness. Pictures with a certain sound are populated in the houses.
Note: this game can also be used to differentiate sounds by voicedness and deafness. Symbols indicating voicedness and deafness are inserted onto the attic window in the houses.
38. “Match a diagram to the word” Strengthen the ability to determine the position of a sound in a word Cards with images of various objects that include the same sound, but in different positions (beginning, end and middle of the word); card diagrams depicting the position of a sound in a word Cards with pictures at the top. At the bottom there is a place for laying out a strip diagram with the position of the sound
39. “Fishing Rod” Exercise children in differentiating sounds…. Subject pictures
fishing rod, symbolism of differentiated sounds Children use a fishing rod to catch pictures from the right sound
40. “Wonderful bag” Same Object pictures, toys, wonderful bag, prize chips By taking toys out of the bag, children determine the first or last sound in a word.
41. "Who will assemble faster things?" Exercise children in differentiation sounds s-sh Large map, in the middle of which two suitcases are depicted. Drawn in a circle are items of clothing whose names contain the sound “s” or “sh”. Between the objects there are circles from one to four; chips different color, square cube of different colors or with letters
“s” and “w” G.S. Shvaiko from 49
42. “Shop” Exercise children in differentiating sounds
“r” and “l” “s” and “w” Shelf cards divided into two parts. In the upper part there is a place for goods (subject pictures) in the lower part for money. Money paper cards with letters
“r”, “m”, “s”, “w” G.S. Shvaiko from 50
43. “Helicopter” Differentiation of sounds in pronunciation Two circles fastened together in the center. On one there are pictures with differentiable sounds; on the second there is a triangle cut out with Children, turning the helicopter, call pictures 44. “Sound ball” Differentiation of consonant sounds by hardness and softness Multi-colored ball 45. “Name a pair” Strengthen the ability to distinguish between paired hard and soft sounds Zhurov’s ball p. 48
Didactic games aimed at teaching syllabic analysis and word synthesis
46. “Telegraphists” Teach children to clap rhythmically two and three complex words with open syllables, coordinate hand movements with speech Children clap words according to the instructions of the speech therapist
47. “Living syllables” Teach children syllabic analysis of two-syllable words by Gadasin from 37
48. “Let’s build a pyramid” Exercise children in the ability to count the number of syllables in words, correctly name each syllable A pyramid of squares in three rows: down three squares for three-syllable words, above two squares for two-syllable words, at the top one square for one-syllable words .
Subject pictures: catfish, beetle, crayfish, goat, vase, crow, etc. G.S. Shvaiko from 56
Note: this game can be used on various topics: for example: birds, animals, transport, etc.
49. “Flower Shop” Exercise children in dividing words into syllables, activate vocabulary on the topic of flowers. Subject pictures depicting flowers, which consist of two, three, four syllables; number cards “money” with two, three, four circles, typesetting canvas by G.S. Shvaiko with 57
50. “Let’s plant flowers in the flowerbed” Exercise children in the ability to divide words into syllables. Development of self-esteem The same G.S. Shvaiko from 58
51. “Tasty table” Teach children to come up with words with a given number of syllables on a given topic, enrichment vocabulary Chips - prizes G.S. Shvaiko from 58
52. “Find your home for the word” Exercise children to divide words into syllables Subject pictures, syllable houses from one to four syllables 53. “Change the word” Teach children how to transform words by building up syllables Cards that depict an object are below cards are drawn with syllables in the form of squares. One square, two squares and three squares. 54.
"Divide the Word"
Strengthen the ability to independently divide words into syllables (words of different syllabic structures) and name each syllable separately
Cards on which subject pictures are pasted in the upper part, small pieces of Velcro are pasted at the bottom of the card under the pictures for sticking cards of patterns indicating the number of syllables; cards - diagrams with the number of syllabic squares (from one to four)
55. “Syllabic arithmetic” Develop the ability to perform syllabic analysis and synthesis, development of mental activity, enrichment and clarification of vocabulary. Speech material proposed by a speech therapist.
Chips are prizes. Sokolova
Vasilyeva from 93
Note: Unfamiliar words are clarified and explained during the game.
56. “Syllable chain” Strengthen the skill of dividing two, three, one-syllable words. Subject pictures with two, three and one syllables or toys in their names. 57. “Make sure you don’t make a mistake!” Teach children to come up with words using a given syllable, enriching their vocabulary. Chips are prizes. 58. “Find the syllable” Strengthen the ability to identify the first and last syllables in words, develop attention. Object pictures with two and three syllables in their names.
Chips. 59. “Relay Race” Teach children to come up with words for a given number of syllables Prize chips 60. “Shop” Strengthen the ability to divide words into syllables of different syllabic structures and correctly name each syllable separately at the request of the speech therapist Toys, “money” with syllable patterns (from one to four syllables) The speech therapist names the syllable of the intended word, the children guess.
61. “Feed the animals” Strengthen the ability to divide words into syllables, consolidate knowledge about eating animals Object pictures depicting animals (or toys), pictures depicting the food that these animals eat Didactic games for memorizing letters
62. Reading the fairy tale “Letter City” 63. “Letter mosaic” Development of visual perception, consolidation of the visual image of the letter Planar letters cut into 2-3 parts The speech therapist distributes the cut elements of the letters, which must be assembled and named the letter.
64. “Assemble a letter” Consolidation of the visual image of a letter, the ability to assemble a holistic image from several elements. Planar cut letters of large size, cut into two or three parts. The speech therapist distributes cut elements of letters that need to be assembled and called the letter.
65. “Restore the broken letter” Development of visual perception, development of graphomotor skills, memorization of letters Cards on which letters with missing elements are drawn. Pencils Children recognize the letter and complete the required element
66. “Techniques” The goal is the same See the game “Restore the broken letter” by S. Vasilyev from 20
N. Sokolova
67. “Letter Egg” Development of visual perception, development of fine motor skills Eraser, paper, pencil Children recognize the letter and add the required element to the letter that the “Letter Egg” “ate”
68. “Same and different” Learn to find common and different elements in two or three letters Cards with letters by S. Vasilyev from 18
N. Sokolova69. “Unravel the letters” Development of visual perception, teach children to see letters superimposed on each other and highlight them separately Cards with a graphic image of several letters superimposed on each other, the common elements of the letters should not coincide S. Vasilyeva from 19
N. Sokolova70. “Look at the letters” Development of visual perception, strengthen the ability to see letters superimposed on each other and having common elements of letters Cards with a graphic image of letters superimposed on each other with a coincidence common elements S. Vasilyeva from 19
N. Sokolova71. “Who has the better memory?” Development of visual perception, prevention of optical dysgraphia, memory development Card with printed letters not in alphabetical order, pencils or S. Vasilyev’s chip p19
N. Sokolova72. “Cross out the wrong letter” Development of visual perception, skills Cards depicting letters in the correct and distorted form Cross out the incorrect spelling of letters
73. “Raise the right letter” Teach children to identify the vowel sound in the middle of the word and correlate it with the letter A card with twelve squares, in the upper part of which there are objects denoting monosyllabic words, in the lower part there are empty cells for laying out letters, letters, pencils 74. “The letters hid” Development of visual perception, the ability to see letters superimposed on each other N. Sokolova from 26
Appendix No. 2
Working with teachers
Consultation for teachers
“FEATURES OF PHONEMIC HEARING DEVELOPMENT IN CHILDREN. INTERACTION OF SPEECH MOTOR AND AUDITORY ANALYZERS"
Prepared by a speech therapist teacher
Karavanova I. A.
FEATURES OF PHONEMIC HEARING DEVELOPMENT IN CHILDREN. INTERACTION OF SPEECH MOTOR AND Speech-Auditory ANALYZERS
The formation of the pronunciation side of speech is a complex process during which a child learns to perceive sounding speech addressed to him and control his speech organs to reproduce it.
With normal speech development, the child does not immediately master standard pronunciation. The long journey of a child mastering the pronunciation system is due to the complexity of the material itself - the sounds of speech, which he must learn to perceive and reproduce. When perceiving speech, a child hears many variants of sounds, which, merging into syllable sequences, form continuous acoustic components. He needs to extract a phoneme from them, while abstracting from all the sound variations of the same phoneme and recognizing it by those constant distinctive features by which one is contrasted with the other.
If a child does not learn to do this, he will not be able to distinguish one word from another and will not be able to recognize it as identical. In the process of speech development, the child develops phonemic hearing - this is the ability to recognize speech sounds in the speech stream, because without it, according to N.I. Zhinkin, the generation (birth) of sounds is impossible.
At present, the problem of studying the features of the development of phonemic hearing in children remains insufficiently illuminated, although a lot has been written about it research work not only psychologists and linguists, but also physiologists. The works of researchers such as N.Kh. are of great importance for understanding many complex processes underlying speech perception. Shvachkina, N.I. Zhinkina, A.N. Gvozdeva, V.I. Beltyukova, D.B. Elkonina, L.E. Zhurova, A.N. Leontyeva, M.I. Lisina and others. The data of these authors show that phonemic hearing is especially intensively formed during early childhood. Considering the development of speech perception in early age, N.I. Shvachkin, in his work “Development of phonemic perception of speech at an early age,” identifies two stages in the development of phonemic hearing:
I. stage - pre-phonemic II. stage – phonemic
Prephonemic stage
At the 3rd week, the newborn begins to react to the voice.
By 4 months, reaction to the voice and intonation of spoken speech.
By 5 months, the child grasps the general rhythmic, melodic structure of the word.
At 9-10 months - a reaction to the intonation and meaning of some words. From this time on, the self-learning mechanism begins to work.
From the age of 11 months, the child distinguishes contrasting sounding words ba-ba, pa-pa, ma-ma.
From 11-12 months, phonemic hearing begins to develop. At this time, phonemic hearing allows:
understand the speech of others;
imitate others;
establish a connection between words and objects.
Phonemic stage
By the age of 2, the child differentiates all speech sounds only by ear, and understands well the speech of an adult addressed to him.
By the age of 5-6 years, children already differentiate all sounds both by ear and in pronunciation.
Research by N.H. Shvachkin is confirmed by literary sources and other authors (M.I. Lisina, E.O. Smirnova, V.V. Vetrova, etc.)
In parallel with phonemic hearing, which carries out the operations of discrimination and recognition of phonemes, phonetic hearing also develops, which carries out “monitoring of a continuous stream of syllables.” Phonemic and phonetic hearing together make up speech hearing, which not only receives and evaluates other people’s speech, but also controls one’s own speech. Speech hearing is the most important stimulus for the formation of normalized pronunciation, which can only be carried out with coordinated work between the mechanisms of auditory control and reception on the one hand and control of speech movements on the other.
The functional unity of speech perception and speech production is mentioned in the works of N.I. Zhinkin, N.Kh. Shvachkina, V.I. Beltyukova, A.A. Leontieva and others.
Even during the birth of phonological theory, the largest linguist Baudouin de Courtenay pointed out that the structure of a phoneme is determined by both acoustic and motor components.
Investigating the patterns of development of children's speech, A.N. Gvozdev notes that the general course of a child’s assimilation of the sound side of speech is determined by the joint action of the auditory and motor spheres: “The auditory sphere is leading in the sense that thanks to the early development of hearing, the child learns to distinguish various phonetic elements by ear; their exact auditory representations become a regulator for their development in his own pronunciation. But for their appearance in the child’s own speech, in addition to auditory ideas, articulatory skills are also needed... These skills are developed later, and with their development, sound elements freely enter into the child’s own speech. From this side, the development of the motor sphere turns out to be decisive for the entire course of mastering the phonetic aspect of the native language. A.N. Gvozdev “A child’s acquisition of the sound side of the Russian language”, Moscow 1948) Comparing the results of a study of the perception of sounds in normal and impaired hearing, as well as the patterns of development of phonemic hearing and the formation of the pronunciation side of speech in normal and pathological conditions, V.I. Beltyukov comes to the conclusion that in children suffering from speech impediments, phonemic hearing is under a certain influence of these deficiencies: sounds that are not differentiated in pronunciation are differentiated by hearing worse than disaggregated sounds. The dependence of the development of phonemic hearing on the activity of the speech motor analyzer is shown in the studies of V.K. Orfinskaya. Studying children with motor aphasia, she revealed in some of them selective violations of the phonemic system, manifested in difficulties in finding individual articulatory positions, in others - selective violations of phonemic analysis and synthesis, expressed in difficulties when switching from one articulatory position to another, in perseveration phonemes. A.R. Luria pointed out that the process of formation of the perception of sounds and speech hearing is carried out with the close participation of the articulatory apparatus and only in the process of active articular experience acquires its complete character.
Deviations in the development of the speech-auditory and speech-motor analyzers that arose before the onset of speech development or even during the period of its formation entail certain deviations in speech development (Beltyukov, Shvachkin, etc.)
First of all, this manifests itself in the formation of the sound and phonetic system.
At the same time, the greater the impairment of the speech-auditory analyzer, the greater the immaturity of the sound pronunciation system.
Thus, scientists believe that the perception of speech sounds and their pronunciation are two interconnected and interdependent processes that clarify and complement each other.
Conclusion:
Phonemic hearing develops by 2 years of age.
Phonemic hearing is ahead of expressive speech, i.e. First, hearing is formed, then understanding, and then expressive speech.
Phonemic hearing is the factor that brings the incorrect pronunciation of a sound to the norm, that is, it adapts the organs of articulation to the desired position.
The interaction of the speech-motor and speech-auditory analyzers is two interconnected and interdependent processes that clarify and complement each other.
The stronger the impairment of the speech-auditory analyzer, the greater the immaturity of the sound pronunciation system.
Teacher consultation
“THE INFLUENCE OF PHONEMATIC HEARING ON SCHOOL LEARNING”
teacher speech therapist
Karavanova I. A.
INFLUENCE OF PHONEMATIC HEARING ON SCHOOL LEARNING
A child’s readiness to study at school largely depends on the level of development of the phonemic aspect of speech. Most children with normal development by the time they go to school have already fully mastered the sound side of speech and the formation of phonemic processes. However, a certain proportion of children entering school have pronounced speech deficiencies, which affect not only the pronunciation side, but also the auditory differentiation of phonemes. A sign of phonemic underdevelopment in children is the incompleteness of the process of formation of sounds, distinguished by subtle, articulatory and acoustic features. This includes whistling - hissing sounds, voiced - unvoiced, hard - soft, sonorants, plosives and fricative sounds.
With phonemic underdevelopment, a number of features in the pronunciation of sounds are revealed. These difficulties manifest themselves in children in replacing one sound with another, simpler in articulation. So, for example, the sound “m” is replaced by the sound “s”. Or mixtures of sounds in speech. In some cases, the child uses sounds correctly, in others he substitutes them, for example, he says: “The braid has a fluffy tail.”
Underdevelopment of phonemic hearing negatively affects the formation of children's readiness for sound analysis and word synthesis. Due to the lagging development of phonemic hearing, its vocabulary is not replenished with words that include sounds that are difficult to pronounce. For the same reason, the grammatical structure of speech is not formed to the required extent.
With underdevelopment of phonemic hearing, many prepositions and unstressed endings of words remain elusive for the child. Due to the underdevelopment of phonemic hearing and perception, it will necessarily lead to a writing disorder at school.
We find confirmation of this in the works of the authors: R.E. Levina “Writing impairment in children”, T.G. Egorova “Essays on the psychology of teaching children to read and write”, etc.
So A.F. Spirova provides interesting data indicating that schoolchildren with phonemic hearing impairments make, on average, 2-5 times more errors than students with normal speech.
For example, I.N. Sadovnikova identifies a group of specific errors (i.e. not related to the use of spelling rules):
phonemic perception errors;
sound analysis errors;
Phonemic awareness errors
The errors are based on difficulties in differentiating phonemes that have acoustic-articulatory similarities.
In oral speech, the undifferentiation of phonemes leads to substitutions and mixtures of sounds; in writing, a mixture of letters appears. The most common errors concern whistling and hissing, voiced and voiceless, hard and soft, sonorators, and affricates.
Sound Analysis Errors
D.B. Elkonin defined sound analysis as the action of establishing the sequence of the number of sounds in a word (recognition of a sound among other phonemes and isolating its word in the initial position, as well as a complete sound analysis of the word).
The lack of formation of sound analysis actions manifests itself in writing in the form of omissions, rearrangements, and insertions of letters or syllables.
Thus, for a child in preschool age to successfully master literacy at school, it is very important to eliminate the underdevelopment of phonemic hearing and perception.
Conclusion:
Severe violations of phonemic hearing lead to the fact that the main semantic distinctive features of the phoneme suffer (hardness - softness, sonority - deafness), the child does not differentiate sounds and words, hence the vocabulary and grammatical structure of speech suffers.
Necessity early fix children have speech disorders associated with underdevelopment of phonemic processes before entering school.
Master class for educators
“Development of sound-letter analysis skills in children of senior preschool age”
Material prepared
teacher speech therapist:
Karavanova I. A
Sovetsky
Slide No. 1
Master class for educators
“Development of sound analysis skills in children of senior preschool age”
Introductory part:
The sound side of speech early becomes the focus of the child’s attention. He notices the pronunciation features of other people, gives examples of incorrect pronunciation, and notices the difference in individual words. However, he cannot independently decompose words into sounds. This task it is necessary to solve in literacy classes and purposefully develop in children the ability to be able to perform sound (phonemic) analysis.
In the studies of F.A. Sokhin, L.E. Zhurova and their students, a sequence was developed for the formation of children's orientation in the sound form of a word.
Familiarization of children with the sound side of a word begins in the elementary and middle groups, when in the process of education sound culture speech in exercises and speech games, they learn to pronounce sounds clearly and clearly, listen to the sound of words, distinguish similar and different words by ear (goat-braid), pronounce them with different strengths voices and at different tempos. Children are taught to listen to the sound of poetry, to rhyming words, and to notice frequently occurring sounds. Through systematic work, children gradually master the meaning of the word sound. All this allows children to pay attention to the sound form of the word. this work continues in older groups. To do this, various methodological techniques are used aimed at highlighting sound and understanding its semantic role:
pronunciation of a word with intonation emphasis on sound (ZZZZZHuk, koSHSHShka, etc.);
listening to the sound of different words (long and short), invite children to measure the length of the word with their palms. when pronouncing a word, the child spreads his palms folded towards each other and pronounces the word, for the word “cat” - the palms are spread slightly apart, which means the word is SHORT, and for the word “turtle” - the palms are spread wide apart from each other, which means the word is LONG;
highlighting frequently repeated sounds in a poem. For example:
Sonya and Sanya are sleeping peacefully,
The dog and the cat sniffle in their sleep
catfish with mustache falls asleep
The owls are sleeping on the bitch,
comparison of synonymous words (the meaning of the words is close, but the sound is different: doctor-doctor);
comparison polysemantic words- homonyms (needle, key, etc.)
All this helps and prepares the child for the formation of ideas about the word as a unit of language and is the basis for subsequent learning to analyze its sound structure.
Slides No. 2,3,4
In children with speech impairments, due to objective reasons, by the age of 6 years, a conscious attitude to the sound side of the language is unformed. Therefore, correctional work to shift the child’s attention from the meaning of speech to its sound composition is important.
In older preschool age, the task is to develop in children the ability to perform sound (phonemic) analysis.
Slides No. 5,6,7,8,9,10
Sound analysis is the sequential selection of individual sounds in a word, determining the order of sounds in a word, distinguishing sounds according to their qualitative characteristics (vowel-consonant, hard-soft consonant).
The ability to identify sounds in a word is necessary for:
Reading training
Competent writing at school
Learning your native language
Slide No. 11
Before teaching children sound analysis, you need to play out the fairy tale “Turnip” in order to consolidate the idea of the formation of an ordinal series, the place of each object in relation to others. Who is first, who is second, etc. work out synonyms with children: “first” - “at the beginning”, “last - at the end”, “middle”. Slide No. 12,13
At the first stage of work on teaching sound analysis, cards with a picture of the word being analyzed and the sound diagram of the word (the number of sound cells) are used. At the beginning, gray chips are used to highlight sounds, and then red chips are introduced to highlight vowel sounds.
Slide No. 14,15,16
When getting acquainted with hard consonants and soft consonants, it is recommended to simultaneously analyze two words “Moon” and “Fox” in sound, which shows the meaningful function of consonant sounds. In the word “Moon” the first sound “L” is a hard consonant (blue chip), and in the word “Fox” the first sound “L” is a soft consonant (green chip). Slide No. 17
Various objects can serve as material for sound analysis: these are chips of red, blue and green flowers, paper clips, magnets, pebbles, buttons, pencils, clothespins, mosaics and various other items in red, blue and green colors.
Slide No. 18
First, words consisting of two or three sounds are used, then words of four and five sounds are introduced, depending on the child’s level.
It is not recommended to move on to sound analysis of complex words without mastering simple words (3-4 sounds)
Only after you have mastered the material from the previous lessons, move on to the next lessons.
Appendix No. 3
Working with parents
School of speech development
“PHONETICS LESSONS”
Tasks:
Teaching parents the skills of sound-letter analysis of words
Raise the level of teachers in the methodology of sound-letter analysis of words
Lesson #1 Speech sounds
Theoretical part
The word “phonetics” comes from the Greek phone – “sound”. The science of phonetics studies the sounds of language - their formation, functions, their behavior in speech.
The sound of speech is an articulate element of spoken speech, formed by the speech organs (lips, tongue, vocal cords). This is the shortest sound unit pronounced in one articulation. Sounds form words. We distinguish one word from another because they consist of different sounds. A word may differ in just one - a single sound, but have different meaning. Compare house and smoke, cat and whale. This is the main function of sounds - to distinguish one word from another. The sounds that help distinguish words are called “phonemes.” For example, let's take the word HOME. Replace the first sound in it. What word might it contain? Scrap, lump, catfish, volume and others. Now replace the second sound in the word HOUSE. What will come of this? Smoke, I'll give it. Let's try to replace the last sound. How many words did you get? Don, dol, dot, dot.
Thus, we change only one sound, but we get another word. And each of the sounds helps to distinguish words by meaning. Sounds have a meaningful function.
In Russian, phonemes are consonants and vowels.
To convey the exact sound of a word, special symbols in square brackets are used - phonetic transcription.
Example: the word “garden” sounds like “sat”, the word “water” sounds like “vada”.
Practical part
Games and exercises with phonemes for adults
“remove one phoneme”
Take out one phoneme from each word. Do this so that the remaining phonemes form a new word. Like this: a handful-guest, regiment, to your heart's content, paint, slope, screen, trouble, warmth.
"add a phoneme"
Add one phoneme to each word to make a new word like this: scarf ball. Chopping, gift, table, treasure, paw, mustache, vinegar.
"replace the phoneme"
In the proposed words, replace one phoneme with another to make a new word. Like this: walrus cake. Bun, paw, teeth, pussy, sand, jackdaw, eagle, mink, wedge, longing, light, log, frame. Lesson No. 2 Vowels and consonants
What are the sounds of speech? To answer this question, let's look at the diagram:
Speech sounds
Vowels Sonorants Consonants
Drums
Noisy Hard-soft Unstressed Voiced-voiceless Why are sounds divided in this way? Why do scientists distinguish vowels and consonants, and consonants are divided into sonorant and noisy, and the latter, also into voiced and voiceless?
This division is largely determined by the presence of voice and noise in speech sounds.
When sounds are formed, a tone is formed in the human larynx. Tone is a musical sound. Simply put, the voice.
The sounds of a language can consist only of tone - of voice. They have no noise at all. Then they are called vowels.
And they can consist of noise or noise with a voice. Then they are called consonants. Vowels are mouth openers. The louder we say them, the wider we open our mouths.
The consonants closed their mouths. Schematically, this can be represented as shown in the diagram
Vowel sounds
Consonant sounds Voice Sonorant Voiced noisy Noisy voiceless
Voice and noise
Voice and noise Noise
Typical mistakes of adults
It happens that during classes on pronunciation of sounds, an adult invites the child to come up with words starting with some letter. For example, for the letter B, for a child who does not yet know how to read, the task is not formulated correctly. After all, a letter is a written sign. To come up with a word starting with a letter, you need to imagine how it is written. Therefore, it is better to ask to come up with words that begin with some sound. But then it is the sound that should appear in the task, and not alphabetical name letters. If you want to hear words starting with the sound “B” from a child, then you need to pronounce the sound clearly and briefly, without any vowel “additions” like “E”.
Lesson No. 3 Hard and soft consonants
All sounds in the Russian language are divided into hard and soft consonants. How are they different from each other?
Is it possible to determine by touch whether a consonant sound is hard or soft? Of course not, because these names are conditional. Soft is the one in which the back of the tongue is additionally raised towards the palate. The passage through which the air flows narrows, and a sound called soft is obtained.
Most hard and soft consonant sounds form pairs. (g-g).
But there are sounds - loners who do not have a mate. The sounds ts, sh, zh are hard, the sounds y, ch, shch are soft.
Adult mistakes
Sometimes you can hear an adult asking a child: “What sound does the word “whale” begin with? and immediately answers: “Remember: with the sound “K.” this is mistake. In the word whale one can clearly hear the soft ky.
It is important to teach your child to distinguish between hard and soft consonants.
Questionnaires
Questionnaire for parents whose children attend a speech therapy center.
Child's name______________________________ ________________________________
Date and year of birth_______________________________________________
Home address and telephone number Mother's full name ___________________________________
Her place of work, profession, work phone number _____________________
Dad's name______________________________________________________________
His place of work, profession ___________________________________
work phone _______________________
Do you notice any difficulties in your child's speech? Which? __________
__
What is your attitude towards your child’s speech difficulties? ________
_______________________________________________________________
Data on the progress of speech development
When did your child develop babbling speech? __________________
Your child's first words: ___________________________________
Your child's simplest phrases: _____________________________________________
Extended speech of your child:__________________________________________
Which preschool educational institution did the child attend? __________________________
QUESTIONNAIRE
1 . . What activities in kindergarten does your child not like? Why?
________________________________________________________________
____________________________________________________________________________________________
2 What activities does your child like? ____________________________
_________________________________________________________________________
3. Has the child’s initial attitude towards learning in a speech therapy group changed? Which way? What contributed to these changes? _____________________________________________________
____________________________________________
4. What can you say about your child’s speech at the beginning of the school year?
Sound pronunciation ______________________________________________
Dictionary __________________________________________________________
Grammatical structure of speech (ability to construct a phrase)__ ___________________
________________________________________________________________
5. What changes are being observed now?
In sound pronunciation and speech development: ___________________________
________________________________________________________________
In preparation for literacy learning: ______________________________
6. Are you satisfied with the work of a speech therapist? If not, then what? ______________________________________________________________
For frontal and individual lessons: ______________________
_______________________________________________________________
Consultation work with parents: ____________________________
_______________________________________________________________
The relationship between the speech therapist (educator) and parents? _________________
_______________________________________________________________
Conducting open classes and parent meetings:
_______________________________________________________________
7. Has your attitude towards the speech therapy group changed?
_______________________________________________________________
8. Your comments, wishes, suggestions for working with your child at the speech center: _____________________________________________
Consultations
for parents
The most common mistakes
allowed by adults when teaching children to read
at home
The basis of learning to read is not the letter, but the SOUND. Before showing your child a new letter, for example M, you should teach him to hear the sound [m] in syllables and words. At home, both sounds and their corresponding letters should be named the same way - i.e. the way the sound sounds. Take, for example, the sound [m]. We pronounce it abruptly: M! And the letter M must be called the same: M! By no means EM! When speaking EM, we pronounce two sounds - [e] and [m]. This circumstance only disorients children. And one more thing: please do not mix the concepts of SOUND and LETTER when teaching a child to read.
The second serious mistake is teaching letter-by-letter reading, i.e. The child first names the letters of the syllable: M! A! - and only after that the syllable itself is read: MA. This skill of incorrect reading is very persistent and is corrected with great difficulty. Correct reading is reading in syllables (of course at the initial stage). And at the beginning of learning, let the child read (stretch) the first letter of a syllable for as long as he likes until he figures out which letter is next: MMMA. (At the same time, the child moves the pointer from letter to letter.) If only he didn’t stop after the first letter! If only he could read the letters of the syllable together!
Prepared by a speech therapist teacher
Karavanova I.A.
How to help a child
what if he forgets, confuses, or writes letters incorrectly?
Does your child distinguish between “left” and “right”? The child must be able to perform tasks correctly: show your right ear, tell us what you see to your left, etc. If a child writes letters in the wrong direction, most often this is a consequence of unformed concepts of “right” and “left”.
Can your child put together pictures from 6 cubes? (If it is difficult, this is a consequence of the underdevelopment of visual-spatial analysis and synthesis.) Games with various “designers” and “builders” are very useful for the development of spatial concepts and visual perception.
To make it easier for your child to remember letters, the following techniques are recommended:
Coloring large letters;
Modeling letters from plasticine by a child;
Cutting out a letter according to a contour drawn by an adult;
“Writing” with broad gestures all the letters being studied in the air;
Comparison of a letter and its elements with familiar objects and other letters;
A child tracing letters written by an adult;
Writing letters along a contour drawn by an adult;
Writing letters using reference points set by adults.
Prepared by a speech therapist teacher
Karavanova I.A.
Wonderful pouch
Place toys of different shapes into any cloth bag: ball, cube, car, rings, pyramid, etc. Invite the child to put his hand in the bag and find a round object (square, triangular) by touch. Questions: “What did you get? What figure does your subject resemble? What color is the object? Encourage your child to talk about the subject as much as possible. Help your child first, then let him tell everything on his own.
Can you drive or not?
Offer your child a box with pictures depicting vehicles, as well as other objects with the sound “s” in the name: sled, airplane, scooter, bus, trolleybus, table, chair, boot, etc. The child takes turns taking one picture out of the box, names the item depicted and says whether it can be ridden or not. Make sure children pronounce words correctly.
Rain
Tell your child that when it rains, the drops hit the roof. Pronounces “drip-drip-drip” at a moderate pace. And when the rain just begins, its drops fall rarely and knock differently (pronounces “drip...drip” slowly, stretching out a little, with pauses). If it rains heavily, the drops knock on the roof like this: “drip-drip-drip” (pronounced in at an accelerated pace). An adult offers to determine by ear what type of rain it is and says “drip-drip-drip” at different tempos. Make sure that the child is attentive and accurately determines by ear the speed of pronouncing the sound combination. And then he correctly reproduced these sound combinations independently at a given pace.
Prepared by a speech therapist teacher
Karavanova I.A.
9. Classes should be short and not cause fatigue or satiety. It is advisable to inform your child about what tasks he will do tomorrow.
10. Call all consonant letters as sounds. For example, not
[ve] or [em], and [v] or [m].
11. Do not rush to move on to the next task if you are not sure that the child has mastered the material from the previous one
12. It is necessary to support the child’s desire to study, stimulate him to further work, encourage success, teach to overcome difficulties.
We wish you success!
REMINDER FOR PARENTS
“When working with a child, remember...”
Dear parents!
The success of speech therapy work largely depends on the participation of parents in the process of overcoming a speech defect. When organizing classes with your child on the instructions of a speech therapist at home, remember:
1. To consolidate the results of speech therapy work, your children need constant homework.
2. Classes should be regular, entertaining, not forced, and not turn into additional study hours.
3. Classes can be conducted during walks and trips. But some types of activities require a calm business environment, as well as the absence of distractions.
4. Class time (15 – 20 minutes) should be fixed in the daily routine. Regular study time disciplines the child and helps him master the educational material.
5. It is necessary to determine who exactly from the adult environment of the child will work with him according to the instructions of the speech therapist; it is necessary to develop uniform requirements that will be presented to the child.
6. When receiving an assignment, carefully read its contents and make sure that you understand it. In cases of difficulties, consult with a teacher or speech therapist.
7. Select visual or gaming material that you will need for classes. Think about what material you can make together with your child.
8. It is necessary to teach the child to complete tasks independently. You should not rush to show how to complete a task, even if the child is upset by the failure. Help for the child must be timely and reasonable.
Consultation for teachers and parents
“SOUND ANALYSIS OF THE WORD”
Karavanova I. A.
teacher speech therapist
Sound analysis of words
We are surrounded by a world full of different amazing sounds. All we hear and all we say are sounds. It is very important that the child understands the sound structure of speech. This is necessary for learning to read, write correctly at school, and to study their native language.
Sound analysis is:
– determining the order of sounds in a word;
– highlighting individual sounds;
– distinguishing sounds according to their qualitative characteristics (vowel - consonant, hard - soft).
During classes, the child listens attentively to words and sounds, determines the place of the sound in a word, distinguishes between hard and soft consonant sounds by ear, and selects words for a given sound.
Then children get acquainted with materialized models of words (schemes). Here they learn to identify all the sounds in a word in order and model words.
During the learning process, children consistently master the analysis of words that are increasingly complex in structure. They learn to listen to the sounds of speech, distinguish between stressed and unstressed vowels, compare words according to sound patterns, find similarities and differences, etc.
With the help of entertaining moments, try to maintain a strong interest in classes, a desire to learn new things and acquire knowledge and skills. A child can make diagrams of words not only with the help of cards, but also with the help of small buttons and toys of appropriate colors, which promotes the development of finger muscles (fine motor skills). Additional stress on small muscles if buttons are stored in a transparent bottle or jar with a screw cap that the baby needs to open or close independently.
Multi-colored tokens develop and strengthen memory, train finger muscles.
It is not recommended to move on to sound analysis of complex words without mastering simple words. Only after you have mastered the material from the previous lessons, move on to the next lessons. After completing all the exercises on all topics, the child begins to read in whole words, which makes it easier for him to understand lexical meaning words and promotes speech development.
Conventions for schematically performing sound analysis of words:
hard consonant
soft consonant
vowel
Remember!
Always soft sounds: Ch, Shch, Y
Always hard sounds: W, F, C
The letters b and b do not make sounds.
Sample sound pattern of a word:
FLY KETTLE PHONE
How to perform sound analysis
This flower is called poppy. Repeat this word.
MMMAC - tell me how I am. What is the first sound in this word? Is it a vowel or a consonant? Take the token that represents the consonant sound and place it under the picture.
MAAAK - tell me how I am. What sound do you hear after M? What sound is this? Take the token that represents the vowel sound and place it after the M.
MAK (the sound K is emphasized) - what is the last sound in this word? Is it a vowel or a consonant? Take the token that represents the consonant sound and place it after the A sound.
– Name all the sounds in the word MAC in order.
– Where is the sound A: at the beginning, end or middle of the word?
– What is the first sound in the word MAC? What is the last sound in this word?
– Name the vowel sound in the word.
– Name the consonant sounds in the word.
– How many sounds are there in the word MAC?
Literature
Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children - St. Petersburg: Childhood - Press, 2000.
Vasilyeva S.A., Sokolova N.V. Speech therapy games for preschoolers - M: School - Press, 1999.
Kozyreva L.M. Speech development. Children from birth to 5 years old Yaroslavl: Development Academy, Academy Holding, 2001.
Kolesnikova E.V. Development of sound-letter analysis in children 5-6 years old. Scenarios for educational and game activities for workbook“From A to Z” - M: Yuventa 2001;
Special course: “Teaching preschool children to read and write” / L.E. Zhurova, N.S. Varentsova, etc./ Ed. N.V.Durova.-M.: A.P.O. 1994
Filicheva T.B., Chirkina G.V., Preparing children with general speech underdevelopment for school in a special kindergarten: In 2 hours. Parts 1,2. – M: Publishing house “Alpha”, 1993.
Shvaiko G.S., Games and play exercises for speech development: A book for kindergarten teachers: From work experience. Ed. V.V. Gerbovaya – 2nd edition rev. – M: Education, 1998.
Yashina V.I. Studying the level of speech readiness of children for learning at school / Special course: Diagnosis of children's readiness for learning at school. M.: Association "Vocational Education" 1994
Municipal state-owned preschool educational institution of the city of Novosibirsk “Kindergarten No. 488 of a combined type”
Project: “Development of phonemic perception and basic writing and reading skills in the system of correctional work with preschoolers with general speech underdevelopment of the third level, complicated by dysarthria”
Novosibirsk - 2016
Brief summary of the project.
For 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 believe priority direction in correctional work, the formation of the phonetic-phonemic aspect of speech and elementary writing and reading skills.
The goal of the project is to present a new approach to the problem of developing phonemic perception and the formation of basic writing and reading skills in preschoolers with speech impairments, in the presence of the child’s subjective position in the learning process.
The main objectives of correctional education for children with general speech underdevelopment of level 3, complicated by dysarthria, in senior and preparatory groups of kindergarten are full mastery of the phonetic structure of the language, intensive development of phonemic perception, preparation for mastering basic writing and reading skills, familiarization with the basic units of language.
This training project is designed for children of senior preschool age with general speech underdevelopment of level 3, complicated by dysarthria, and is being implemented over two years:
The first year of study - for children 5-6 years old - lasts from the second half of September to May. Includes front 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 instructions of the speech therapist for development 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 in the process of working on a large alphabetic 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 working with preschool children with speech disorders. One of the main factors in speech development is the full perception of verbal acoustic signals, which is ensured by the normal functioning of the auditory analyzer.
For a large number of preschoolers who have general underdevelopment of speech at the third level, complicated by dysarthria, deficiencies in phonemic perception are the main cause of deviations in the acquisition of the sound side of speech, which later leads to reading and writing disorders (1).
These children are at risk for school failure. The main reason is the insufficient development of the processes of sound-letter analysis and synthesis. The process of mastering the sound composition of a word is closely related to the formation of auditory-speech-motor interaction and is expressed in 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. Drawing up a long-term work plan for the development of phonemic awareness and the formation of basic writing and reading skills for each child individually.
3. Questioning parents, collecting anamnestic data.
4. Drawing up a plan for corrective work.
5.Development of weekly thematic plan on 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 of joint activities including various forms of work.
first half of September
first half of September
first half of September
September
September
mid September
teacher speech therapist
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
April -
- May
second half of September - April
October -
- 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
teacher speech therapist
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher - speech therapist, educators
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
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher - speech therapist, educators
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher-speech therapist, Art. teacher
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher speech therapist
teacher speech therapist
Expected results.
The effectiveness of our approach to the formation of phonemic awareness and the development of basic writing and reading skills in working with preschoolers with general speech underdevelopment of the third level, complicated by dysarthria, makes it possible to obtain fairly high results of correctional work. All children can master correct sound pronunciation, learn to differentiate speech sounds, and can acquire the skills of sound-syllable analysis and synthesis, dividing sentences into words, words into syllables, and syllables into sounds, which forms the basis for further learning to read and write. The proposed system of work can be mastered by all children, regardless of the type of speech diagnosis and the degree of its complexity.
Results
Children aged 5-7 years attending senior (first year of study) and preparatory (second year of study) speech therapy groups took part in the project to correct phonemic awareness and develop basic writing and reading skills. There are 12 people in the group, based on the results of the work of the regional medical-pedagogical commission with a speech therapy report: general speech underdevelopment of the third level, complicated by dysarthria.
Teaching children in accordance with the proposed system allowed us not only to completely eliminate speech disorders, but also to form an oral-speech basis for mastering the elements of writing and reading in the preschool period. Children in the older group learned from their own experience to give a qualitative description of sounds (vowel-consonant, voiceless-voiced, hard-soft) and model the structure of a word in the form of a diagram of its sound composition (75% at the end of the first year of study).
A significant portion of children in the preschool group have mastered reading techniques, understand the text they read, answer questions about the content, print simple words and sentences, and perform sound-letter analysis of words (at least 91%). In the process of correctional work, by the beginning of the second year of study, all children were able to easily cope with similar tasks. Thus, we have created a basis for children aged 6-7 years to master basic writing and reading skills. Almost all children have mastered complex operations of sound analysis and synthesis, which underlies learning to write and read at school.
Assessment of the quality of project implementation.
Our project implements general education and correctional tasks. The knowledge acquired by children in the learning process is strong and sustainable. Children skillfully use their acquired knowledge in practice. They confidently speak such terms as “sound”, “letter”, “vowel”, “consonant”, “syllable”, “word”, “sentence”, as they have quite intelligently perceived and mastered these concepts as a result of practical activities in the classroom. Based on the results of work during the first year of study, children 5-6 years old with speech impairments learned to correctly pronounce speech sounds (more than 80%), mastered the skill of sound analysis of simple words of 3-5 sounds using modeling (75%), are able to characterize sounds speech (vowel-consonant, voiced-voiceless), learn to divide words into syllables.
Children of the preparatory group for school learned with interest how to perform tasks on sound-letter analysis and synthesis of words from three or more sounds (more than 96%) (make diagrams of words, select words to diagrams, print words, lay them out from letters, etc. ). They read short stories with desire, isolating given letters, syllables, words and sentences, using different intonation (more than 91%). The knowledge gained will find wide application in reading and Russian language lessons will become the basis for successful learning at school.
Practical significance of the results
Our project is aimed at eliminating pronunciation deficiencies, which are accompanied by underdevelopment of sound analysis, due to insufficient development of phonemic generalizations and ideas. We solve this problem by using active inter-analyzer interaction in the presence of positive emotions in the learning process and the active position of the child himself in the role of a discoverer of new knowledge. During the implementation of the project, our extensive use of exercises in sound analysis and synthesis, based on clear kinesthetic and auditory sensations, led to conscious mastery of the sound side of speech. Working on the proposed project, we came to the conclusion that all graduates of speech therapy groups fully assimilate the sound composition of a word, which is expressed in the correct articulation of sounds and their subtle differentiation by ear. Work on the project allows not only to completely eliminate speech disorders, but also to form an oral-speech basis for mastering the elements of writing and reading. All graduates of speech therapy groups continue their education successfully in secondary schools in our city. The materials from our project can be used by teachers of general education and speech therapy groups in kindergartens, speech therapists and parents in their activities.
Resources (project budget).
Estimated Costs Used
Sum
Drawing paper, albums
600 rubles
Paints, markers, colored pencils
300 rubles
Plasticine
200 rubles
Colored paper, glue
200 rubles
Mitten toy
50 rubles
desks, chalk
350 rubles
Balls, jump ropes
300 rubles
Individual notebook “Sweetie”
100 rubles
Waste material (boxes, wire, thread, cereal)
TOTAL:
2100 rubles
Bibliography
1. Repina, Z.A. Writing impairments in schoolchildren with rhinolalia. Ekaterinburg, 1999
2. Luria, A.R. Writing and speech. Neurolinguistic research. –M.: “Academa”, 2002. – 345 p.
3. Tseitlin, S.N. "Language and the Child".
4. Chirkina, G.V. Correction of speech disorders. - M.: publishing house "Prosveshcheniye", 2010.-272 p.
5. Chirkina, G.V. Methods for examining the speech of children.-M.: ARKTI, 2005.-240p.
Practical significance of the work: the presented system of game tasks and projects can be used by speech therapists, teachers of preschool educational institutions in the process of correctional speech therapy and general educational work on the development of children. Relevance: Work on the development of phonemic awareness in children with speech disorders has great importance for mastering correct sound pronunciation and for the further successful education of children at school.
Objectives: - to consider modern approaches to the study and correction of phonemic perception disorders in preschool children with phonetic-phonemic disorder (PPD); - systematize and expand the system of gaming techniques for the formation of phonemic hearing and perception, taking into account the developmental characteristics of children with FFN; - develop in children a conscious interest in their native language and its laws, directing their attention to the external, sound side of speech based on didactic games and exercises; - to form correctional and speech therapy competence of parents and teachers on the development of phonemic perception in preschool children through the implementation of the “Phonics for Preschoolers” project. Goal: to improve the system of correctional and speech therapy work on the development of phonemic perception in children with speech disorders.
Theoretical study of phonemic perception in children with FFN With the development of speech therapy science and practice, physiology and psychology of speech (R.E. Levina, M.E. Khvattsev, N.X. Shvachkin, L.F. Chistovich, A.R. Luria and etc.) it became clear that in cases of violation of the articulatory interpretation of an audible sound, it may varying degrees his perception also deteriorates. R. E. Levina, based on a psychological study of children’s speech, came to the conclusion that vital importance phonemic perception for the full assimilation of the sound side of speech. It was found that in children with a combination of impaired pronunciation and perception of phonemes, there is an incompleteness of the processes of formation of articulation and perception of sounds, distinguished by subtle acoustic-articulatory features. These children belong to the category of children with phonetic-phonetic speech underdevelopment
Stage 1 - recognition of non-speech sounds. Stage 2 - distinguishing the height, strength, timbre of the voice on the material of identical sounds, combinations of words and phrases. Stage 3 - distinguishing words that are similar in sound composition. Stage 4 - differentiation of syllables. Stage 5 - differentiation of phonemes. Stage 6 - development of basic sound analysis skills. Stages of work on the formation of phonemic perception in preschool children with FFN
Games aimed at developing phonemic awareness help children develop a focus on the sound side of speech, develop the ability to listen to the sound of a word, recognize and isolate individual sounds, distinguish sounds that are similar in sound and pronunciation “Sound Lotto” “Choose pictures with the desired sound”
Didactic games are carried out differentially, depending on the degree of impairment of phonemic perception, on the characteristics of symptoms, and on the individual psychological characteristics of children. “Sound wheels” “Identify the first sound in a word” “Singing sounds” “Sound balls”
Educational project for children of senior preschool age “Phonics for preschoolers” Plan of events for the project “Phonics for preschoolers” 1. Evening of riddles “Singing sounds” (riddles - answers to vowel sounds). 2.Competition “Make a letter yourself” (production of three-dimensional letters by parents and children). 3.Integrated lesson “Birthday of the letter Sh.” 4. Workshop for parents “Phonetic serpentine” (games based on phonemic material. Consultation for parents “Developing phonemic awareness.” 5. Information in the corner for parents: “Phonetics is...”; “Crib sheet for parents”; “Developing phonemic hearing” Toy library “Kaleidoscope of Sounds”: Individual presentations of selected sounds by children
1. Systematization and replenishment of the base of didactic games for the development of phonemic hearing and perception. 2. Positive dynamics in the correction of speech disorders. 3. Increasing the interest, activity, and creative participation of parents in the lives of their children, strengthening the cooperation of gymnasium teachers and families in preparing future first-graders for school. Results of work
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