Formation of the syllabic structure of words in children with general speech underdevelopment. Violation of the syllabic structure of a word: correction, preparation for correction. Methodical recommendations and exercises

Speech therapy work to eliminate violations of the syllabic structure of words in children with dysarthria involves influencing all components of the speech system.

A comprehensive system of speech therapy includes:

Development of general, fine and articulatory motor skills;

Correction of sound pronunciation (staging, automation, differentiation of sounds);

Development of phonemic hearing, formation of phonemic perception skills;

Work on the syllable structure of a word;

Expansion and enrichment of the vocabulary (active and passive);

Development of grammatical structure of speech;

Formation of intonation-expressive aspects of speech;

Formation of coherent speech;

Developing self-control over speech;

Formation of practical skills and abilities to use correct speech.

The development of the syllabic structure of words in preschool children with dysarthria was carried out through a system of game exercises. Their goal is to promote the formation of the child’s cognitive activity. Corrective work was carried out in individual and subgroup speech therapy sessions.

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. Two stages can be distinguished:

Preparatory; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;

Actually correctional work; The goal is to correct defects in the syllabic structure of words in a child.

Preparatory stage.

At this stage, game exercises are offered, first on non-verbal material, and then on verbal material.

Working on non-verbal material.

1. Game exercises for the development of concentration of auditory attention, auditory gnosis and auditory memory based on the material of non-speech sounds (Where did you call? Recognize a musical instrument by its sound. How many times did you hit the drum?)

2. Work on the rhythm (first on a simple one, and then on a complex one). Children are offered various ways to reproduce the rhythm: clapping their hands, tapping a ball on the floor, using musical instruments - a drum, a tambourine, a metallophone.

Types of tasks:

Clap your hands as many times as there are dots on the die;

Comparison of rhythms: !-!!, !!-!!-;

Recognition of rhythms and correlating them with a certain rhythmic pattern written in symbols;

Reproduction of a certain rhythm according to the model of a speech therapist, according to a given pattern;

Arbitrary reproduction of rhythm by a child followed by recording of the rhythmic pattern with symbols;

Playing long sounds (pipe, harmonica - “-” symbol and short “+” - drum, tambourine). The rhythmic pattern can be as follows: --++, ++-+--, etc.

3. Formation of general coordination of movements to rhythmic music:

marching, easy running.

4. Exercises for the development of dynamic praxis of the hands: performing movements (with the left, right hand, two hands) according to a model, according to verbal instructions or by counting: fist-rib, fist-rib-palm.

5. Exercises to develop hand coordination: performing movements with both hands simultaneously (fist of the left hand – edge of the right hand, etc.)

6. Graphic exercises for switching (continue the line): 0-0-0…;+=+=…

Work on verbal material.

Game exercises aimed at developing spatiotemporal concepts such as beginning, middle, end; before, behind, after; first, last. These concepts are important when a child masters the sequence of sound-syllable series, the sound content of words of a simple and complex syllabic structure.

Exercises to develop optical-spatial orientation.

Exercise 1.

The child sits on a chair, eyes closed. The adult rings the bell, holding it in front of the child, behind him, above and below the chair, on the right and left. You need to correctly say where the bell rings.

Exercise 2.

An adult names the action of an object or an object. The child answers whether it is far or close.

(The pencil is lying, palm trees are growing, the aquarium is standing, the doll is lying, mom is working, etc.)

Exercise 3.

The child moves in space according to the instructions of the adult.

The robot moves forward... stop. To the right...stop. Down... (under the table)... stop. Left...stop, etc.

Exercises to develop somatic-spatial orientation.

Exercise 1.

After showing it to an adult, the child repeats the movements, answering questions.

Adult. Where is the heart?

Child. Left.

Adult. Where is your crown?

Child. From above.

Adult. Where is your back?

Child. Behind.

Adult. Where's the belly?

Child. Front.

Exercise 2.

The child independently shows: left little finger, right elbow, right toe, left wrist, left thigh, etc.

Exercises 3.

The child performs “cross” movements, showing: with the right hand the left cheek, the left side with the right hand, the left hand the right temple, the little finger of the right hand the left eye, etc.

Exercises 3.

The adult silently performs the movements, the child must repeat with the same hand or foot, avoiding mirroring: right hand up, left leg to the side, etc.

Exercises 4

An adult asks you to perform the so-called movements without showing a model.

Exercises to develop orientation in two-dimensional space.

Exercise 1.

Place a dot at the top of the sheet, a stick at the bottom, draw a cross on the right, a bird on the left, draw a wave in the lower left corner, etc.

Exercise 2.

From the point placed on the sheet, the child, without lifting his hand, must draw a line according to the adult’s commands.

We go right, stop, up, stop, right, etc.

Exercise 3

The child must continue the series: xx\ xx\ xx\; ...< … <…<

Exercise 4.

Copying by a child of various figures from simple to more complex.

Exercise 5.

An adult and a child draw a plan of the room, indicating the position of windows and furniture doors.

Exercises to develop time-spatial orientation.

Exercise 1.

Graphic dictation. (Draw a house first, then a person, a flower at the end, etc.)

Exercise 2.

Tasks: first jump, then sit, clap your hands at the end, etc.

Exercise 3.

The adult interrupts the child’s performance and asks questions.

What did you do before? What are you doing now? What will you do next7

Exercise 4.

Arranging pictures according to the themes “Seasons”, “Parts of the day”.

Exercise 5.

An adult and a child talk on the topic “Yesterday-today-tomorrow.”

Exercise 6.

Transition to working with speech material. An adult gives a child a task.

2. Listen to the sentences: The fire is burning. The bird is flying. It is snowing. Count. Name the third sentence, the second, the first.

Exercises to develop dynamic and rhythmic organization of movements.

Holding dynamic programs. The exercise consists of the child repeatedly repeating an action independently after presenting instructions to an adult.

1. Articulation exercises.

Open your mouth, bare your teeth, puff out your cheeks;

Tongue behind the right cheek, lips in a tube, tongue on the lower lip;

click your tongue twice, blow once;

Pull in your cheeks, click your tongue, blow once;

Silently articulate vowels (i-u-a);

2. Exercises for hands.

– use your thumb to alternately touch your index finger, little finger, and middle finger;

Place your hand on the table with your fist, edge, palm;

Show a ring of fingers, palm vertical, “bunny ears”;

From and. p. “fist on the table” alternately show the thumb, little finger, index finger;

3.Body exercises:

Lean to the right, squat, stand, clap your hands;

Wave your arms above your head, put your hands behind your back, jump in place;

Stomp your foot, hands to your shoulders, down, raise your head, lower it.

Exercise 7.

Repeating rhythmic patterns after an adult - tapping, clapping, stamping.

Corrective stage

Working on vowels

Accurate perception and clear articulation of vowels ensure the correct transmission of the syllable outline of the word, and also prevent the replacement of vowels and rearrangement of syllables.

Exercise 1.

The child repeats pairs, triplets and a large number of sounds from more contrasting to less contrasting. Suggested syllables:

A – I A – I – O U – A – I – O

A – U U – A – I E –U – A – I

I – O I – O – Y A – I – O – Y

S – A E – U – A I – E – U – A

U – E A – Y – O U – A – Y – O

A – O I – Y – E O – I – Y – E

O – U O – U – A E – O – U – A

Exercise 2.

· on one exhalation, and smoothly;

loud (quieter, very quiet);

· alternating volume within one row;

· fast slow).

Exercise 3.

Additional tasks. To consolidate work on vowels, the child is asked to:

· show the same number of fingers as sounds;

· tap sounds silently;

stand up when a series of three sounds sounds;

· name two (three, five) vowel sounds yourself;

· come up with as many sounds as there are stars drawn;

· recognition of a series of sounds by silent articulation and pronouncing them with a voice;

Repeat the sounds in reverse order.

Working on syllables

Exercise 1.

The exercise consists of repeating rows, starting with two to three syllables. Syllables taken:

With common consonants:

MA – MO – MU – WE – ME;

With common vowels:

BU – KU – VU – NU – DU;

Reverse:

AN – EUN – OH – EN – UN

OF – OP – OH – OT – OM;

Closed syllables, their rows and pairs:

MAK – MOK – MUK – MYK – MEK

POP - POP - POP - POP

TUK – MUK BOK – WOK;

Direct and reverse syllables with hard and soft consonants:

BA – BYA AP – EL

VU - VU UV - UV

MO – MIO EN – EN

Exercise 2.

To consolidate work on syllables, the child is asked to:

· arrange the sticks according to the number of syllables;

· take as many steps, jumps as there were syllables;

· identify the same sound in a series;

· come up with syllables with the same vowels (consonants);

· come up with and (“make a wish”) syllables with a given consonant;

· repeat a number of syllables in reverse order;

· repeat only the first and last syllable of the row;

· pronounce syllables smoothly (shortly), loudly (quietly), different in height, quickly (slowly);

· highlight the stressed syllable (reflected);

· name the first (second, third) sound of the syllable;

· create a syllable from the given sounds (K), (P), (A), so that there is a vowel in the middle;

· compare two syllables: MA – AM, UT – KUT, KOP – POK, CON – PYN.

· building up syllables;

· reduction in the number of syllables;

· tapping syllable chains.

Working on syllables with consonant clusters.

Exercise 1.

Suggested syllables:

Open and closed:

kna-akn gna-agn

dmo-odm tmo-otm

PTU-UPT BMU-UBM

With oppositional consonants:

fta-fta fta-vda

tko-tke tko-dgo

kmu-kmu kmu-gmu

Syllable chains:

I-I-I-I-I-I-I

gwa-gwo-gwu-gwy-gwe

hwa-hwi-hwi-hwe

Syllables with a change in consonant position:

mna – nma

sko – xo

xtu – thu

zby - bzy

Exercise 2.

To consolidate work on syllables with consonant clusters, the child is asked to:

· analyze the syllable (name the first, third, second sounds);

· make a syllable from these sounds so that the consonants (or vowels) come first;

· come up with a syllable consisting of two consonants and one vowel;

compare syllables:

INT – YNT

UBR - UPR.

Types of syllabic structure of words.

1. Two-syllable words consisting of open syllables: melon, water, fly, cotton wool, etc.

2. Three-syllable words consisting of open syllables: shovel, dog, cubes, Panama hat, etc.

3. Monosyllabic words consisting of a closed syllable: poppy, onion, juice, whale, etc.

4. Two-syllable words consisting of one open and one closed syllable: lemon, banana, sofa, bouquet, etc.

5. Two-syllable words with a cluster of consonants in the middle of the word: bank, skirt, duck, thread, etc.

6. Two-syllable words with a closed syllable and a cluster of consonants in the middle of the word: cactus, bear, soldier, peacock, etc.

7. Three-syllable words with a closed syllable: tomato, suitcase, parrot, shop, etc.

8. Three-syllable words with a combination of consonants: apple, sausage, cuckoo, girl, etc.

9. Three-syllable words with a combination of consonants and a closed syllable: bus, gardener, orange, grapes, etc.

10. Three-syllable words with two consonant clusters: toys, light bulb, jump rope, strawberry, etc.

11. Monosyllabic words with a consonant cluster at the beginning or end of the word: leaf, bush, tank, umbrella, etc.

12. Two-syllable words with two consonant clusters: star, nest, nails, beets, etc.

13. Four compound words consisting of open syllables: piano, corn, button, caterpillar, etc.

14. Four-syllable words with a combination of consonants: refrigerator, motorcycle, teacher, towel, etc.

14 types of syllable structure of a word are proposed according to increasing degrees of complexity (classification by S.E. Bolshakova).

Working on words.

Exercises to distinguish between long and short words.

Exercise 1. There are long and short strips of paper on the table. The speech therapist pronounces long and short words. Having heard the word, the child places a chip under the long or short strip, respectively.

Words: bitch, bicycle, soup, beetle, fly agaric, etc.

Exercise 2.

In front of the child are pictures with monosyllabic, polysyllabic words. We need to divide them into two groups.

Exercise 3.

Two are selected from a group of children. One child looks for objects in the room with short names, the other with long ones. Having found the object, player 2 names it.

Exercises to explain the meanings of unfamiliar words.

Since knowledge of the lexical meaning is necessary for mastering correct pronunciation, the meaning of the word should be clarified (for example, by including it in sentences).

Exercises for reflected scanned repetition of words of the type being studied.

Exercise 1. Training the ability to pause between words. The speech therapist calls the word. The child must repeat and tap it on the table. At the same time, if an adult raises his hand, you need to pause until the hand comes down.

Example: bu…..sy, not…..bo, lyu…..di, ko…..le-but (ko-le…..but), o-le…..ni (o…..le -ni), si…..ni-tsa (si-ni…..tsa).

Exercise 5.

Sound analysis and synthesis.

1. Counting syllables, naming one, two, etc. syllables in a row, or in discord at the request of the speech therapist.

2 Laying out strips according to the number of syllables.

3 Selecting a suitable word scheme.

4 Analysis of each syllable (counting and listing sounds). This type of work is important when learning words with consonant clusters. Offered:

1-two-syllable words with confluences in the middle of words starting with a vowel sound: needle, sheep, glasses, etc.

Then - words starting with a consonant sound: heel, nails, bag, etc.

Words with two consonant clusters: swallow, sun, leaves, etc.

2-conjunction at the end of a word (bone, bridge, bandage, etc.)

3- confluence at the beginning of a word (chair, kvass, key, etc.)

4- one-syllable words with two sequences (tail, nail, pillar, etc.)

5-polysyllabic words with conjunctions (pan, medicine, library, etc.)

Exercise 6.

Isolated pronunciation of the words “Let's go up the stairs.” The child should, repeating the word syllable after the speech therapist, climb with his fingers up the steps of the toy ladder.

Exercise 7.

Repetition of words similar in sound composition:

Differing in vowel sounds: suk-sok, ball-sword, kit-cat, forest-fox, sam-som;

house-smoke-dam, fur-mah-moh; bull-buck-buck-buck;

skis-puddles, hands-rivers, crayfish-hands, etc.

Differing in consonant sounds: suk-sup, nose-knife, fur-mel; oak-cube-soup, horse-com-cat-kol; balls-gifts, notes-honeycombs, teeth-fur coats, etc.

Differing in consonant sound and stress location:

water-soda, goat-rose, hands-beetles, skin-goat, etc.

Repetition exercises highlighting stressed syllables.

Exercise 1.

The child repeats after the speech therapist the entire word, syllable by syllable, and then names only the stressed syllable: ko-fe…..ko-fe, ko; li-sa…..li-sa, sa.

Exercise 2.

Using a graphic representation of the stress on the word diagram, the child is asked to:

Guess the word that another student clapped;

Come up with a word for the diagram;

Put emphasis on the diagrams (in the form of a dictation).

Exercise 2.

Naming words according to their sound composition, but differing in the place of the stressed syllable (horns-ROZH-ki, ZA-mok-za-MOK, mu-KA-MU-ka, etc.

Exercises with rearranging syllables.

Exercise 1.

Swap the syllables and name the resulting word:

Words: Zhi-ly - ly-zhi (la-yu, ly-ko, on-weight, ki-pyat, na-sos;)

Syllables: ka-mu, ma-do, pa-li, ka-sum, wa-tyk, zha-lu, duk-sun, breath-lan, tuk-far, etc.

Exercise 2.

Three syllables are pronounced. Children make up a word from them: ku-ki-bi, sa-gi-po, ma-na-li, ko-so-le, vo-sy-lo, etc.

Exercises to assess normativity.

Exercise 1.

The speech therapist reads the words. Children raise a green flag if the word sounds correct. If incorrect, red.

Words: spider, spider; vutka, duck; window, window; Isa, scales; devereux, tree; moko, milk; mimon, lemon; manina, raspberries; nebel, furniture; hunter, hunter; dark snake, snake; tol, table; melon, afternoon; pinino, piano; motorcyclist, motorcyclist, etc.

Exercises for the transition to continuous pronunciation.

Exercise 1 “Guess, say the word.”

Syllables: ved-, set-, kukh-, dos-, white-, met-, waf-, color-.

Exercise 2. The child adds the first syllable and names the word: -zhama, -shina,

Goda, -keta, -midor, -reza, -tyata, etc.

Exercise 3 The speech therapist names the word, making a clap instead of the second syllable. The child adds a syllable and names the whole word.

Syllables: sa-!-let, py-!-sos, pa-!-hod, te-!-fon, mo-!-tok, vita-!-ny, ba-!-rina, etc.

Exercise 2

The child says his name. At the teacher’s signal, each player must stand next to the one whose name has the same number of syllables.

Exercise 3.

Syllable analysis and synthesis. From the proposed pictures, name those that contain a given syllable (for example, ma): raspberry, popsicle, macaque, ant, lipstick.

Arrange the pictures so that the last syllable of the previous word and the first syllable of the following word are the same (owl, cotton wool).

Beetles-kino-legs, neck-pit-maki, pin-swing-lemon, popsicle-milk-bun, etc.

Exercises to form phrases.

Exercise 1.

Pronouncing phrases:

A small light bulb, a small swallow, a small ribbon, etc.

Words: jacket, blouse, tassel, little book, bench, etc.;

Delicious pumpkin, delicious egg, delicious waffles, delicious watermelon, etc.

Words: bun, carrot, apple, chicken, cheesecake, apricots, etc.;

Exercise 2.

Formation of the genitive plural using the word “many”: melon...many melons, owl...many owls, goat...many goats, etc.

Exercise 3.

The speech therapist names the object, and the child responds with a phrase using the words round - oval: moon... round moon, cloud... oval;

words: beads, ball, head, cucumber, frying pan, drum, leaf, checkers, etc.

Exercise 4.

The speech therapist names the object. The child answers with a phrase using the words triangular, square, rectangular:

newspaper….newspaper rectangular, screen…..screen square, cap….cap triangular;

words: cubes, Christmas tree, window, book, door, soap dish, towel, refrigerator, etc.

Exercises to write short sentences using learned words.

Exercise 1. It is proposed to select a suitable action for the name of the object (standing, sleeping) and make up sentences:

The kettle......The kettle is standing. Dolphin......Dolphin is sleeping. The bear..... The bear is sleeping.

Exercise 2. Put the words in the correct order and name the sentence.

In, tomatoes, greenhouse......Tomatoes in the greenhouse.

Under the apple tree, under, apples……..Under the apple tree there are apples.

Popsicle, table, on……..Popsicle on the table.

Words. Above, icicle, the window. Tree, on, cuckoo. Uh, chess, boy. Home, above, clouds. Candy, girls, y.

Exercises to differentiate words of the studied type with words of greater or lesser contrast in syllable structure.

Exercise 1.

“Animals were brought to our zoo. We must place them in cages. In the first place we will place animals whose names have one syllable. Secondly, with names of two syllables, etc.”

Pictures: lion, hedgehog, elk, elephant, fox, hare, squirrel, zebra, giraffe, camel, hippopotamus, monkey, etc.

Exercise 2.

When pronouncing different words, you can take a different number of steps (for example, cheese is an airplane). Then the children walk through the words called by the speech therapist.

Exercises to consolidate the material.

Repetition of sentences with complex syllabic composition.

A long-legged stork flies over the house.

Aunt Dina is sitting on the sofa.

Nikita was bought sneakers and a cap.

There are eggplants and apricots in the refrigerator.

The bread box is on the refrigerator.

There is a purple sugar bowl in the cupboard.

Maxim loves to take pictures.

The librarian issues books.

A plumber fixes a water pipe.

A policeman regulates street traffic.

The postman delivers letters, newspapers, magazines.

The guide conducts excursions.

Practicing the syllabic structure of words using the material of pure phrases.

(B) Beep, beep, smoke is coming from the chimney.

Beavers wander into the cheese forests. The hippopotamus opened its mouth, the hippopotamus asks for rolls.

Bananas were thrown to a funny monkey.

They threw bananas to a funny monkey.

Beep beep. The car is humming without gasoline.

(P) Whoop-whoop-whoop, mom is making soup.

The parrot says to the parrot:

I'll scare you, parrot.

The cockerel jumped onto the threshold:

Give me a pie, baker.

(P-B) Our grandmother lost her beads.

Grandma's bean grows in the rain.

The baker baked the bagel, bagel, loaf and loaf from the dough early in the morning.

Two bulls were fighting their heads against the fence.

All sides were pierced in a noisy argument.

(B) Va-va-va an owl is sitting on a branch.

Three crows on the gate.

The water carrier was carrying water from the water supply.

Delicious halva - praise to the master.

The fidgety wind tore out the gates like turntables.

(F) Af-af-af, there is a closet in the corner.

Fani has a sweatshirt, and Fedya has shoes.

The fleet is sailing to its native land, a flag is on every ship.

Fedya went to the buffet for candy, the fact was that there would be no candy in the buffet.

(V-F) Our Filat is never to blame.

Don't go into the forest to be afraid of wolves.

Mikhail played football and scored a goal.

The eagle owl, even with a flashlight, cannot see anything during the day.

(D) Gu-gu-gu, geese are grazing in the meadow.

There is cackling on the mountain, a fire is burning under the mountain.

The road to the city is uphill, from the city down the mountain.

There is a jackdaw on the willow, and there are pebbles on the shore.

(K) Ko-ko-ko, don’t go far.

Knock, knock, I nail the heel.

Our river is as wide as the Oka.

A fly bit her pussy and her ear hurts.

A cat with a kitten, a hen with a chicken.

(K-G) They go in single file, gander after gander.

The breast warms the side in the sun. The fungus goes into the box.

(X) Ha-ha, you won't catch the rooster.

Prokhor and Pakhom were riding on horseback.

A grief fly landed on my ear.

(D) Doo-doo-doo, apple trees are growing in the garden.

Daria gives Dina melons.

A woodpecker was hammering a tree and woke up my grandfather with his knock.

Grandfather Danil divided the melon.

(T) Ta-ta-ta, the cat has a fluffy tail.

Our guest bought a cane.

Again the guys found five honey mushrooms.

(D-T) Tom the dog guards the house.

A woodpecker was healing an ancient oak tree.

I am shaggy, I am shaggy, I am above every house in winter.

(M) Mu-mu-mu, milk for anyone?

Mom washed Mila in the bath.

Where there is honey, there are flies.

Toma sat on a bench near the house all day.

(N) An-an-an, dad is fixing the tap.

The nanny is babysitting Nadya and Nina.

Nina plays the piano.

Feet dressed up in new boots.

As-as-as, our gas has gone out.

Os-os-os, there are a lot of wasps in the clearing.

Mow the coconut while there is dew.

Little Sanya's sleigh moves on its own.

Senya carries hay in the canopy.

Sonya and Sanya have a catfish with a mustache in their nets.

(Z) For-for, go home, goat.

Zu-zu-zu, we wash Katya in a basin.

Buba the bunny has a toothache.

(N-W) Sa-za, sa-za the dragonfly flew away.

Za-sa, za-sa, a wasp flew towards us.

Sonya brought elderberries to Zina in a basket.

The net caught on a twig.

(Ts) Tso-tso-tso, there’s a ring on my hand.

The ring has no end.

Two chickens are running around right on the street.

The heron, standing on the porch, wrote the letter C.

(S-C) So-tso, so-tso, the chicken laid an egg.

Tits are funny birds.

The chicken laid an egg under the porch.

He drinks water from a nearby well all day long.

There is a cart of oats, next to the cart there is a sheep.

The sun is shining brightly through Sonya’s window.

(Sh) Sha-sha-sha, the mother is washing the baby.

Shu-shu, I'm writing a letter.

Ash-ash, Pasha has a pencil.

Hush, mice, the cat is on the roof. Make some noise - he will hear.

Our Masha was given semolina porridge.

I can't find this frog's ears.

Masha, finish your porridge, don’t bother mom anymore.

(S-Sh) Su-shu, I’m writing a letter home.

Shu-su, I met a bear in the forest.

Sasha loves sushi, and Sonya loves cheesecakes.

Cones on the pine tree, checkers on the table.

Sasha bought dryers.

(F) Zha-zha, the hedgehog has needles.

Ju-ju, let's give milk to the hedgehog.

The hedgehog has a hedgehog, the grass snake has a snake.

Snakes don’t live where hedgehogs live.

The beetle and grass snake need dinner.

(Sh-Zh) Sha-zha, sha-zha, we saw a hedgehog.

Zha-sha, Zhenya is feeding the baby.

Acorns for the mouse, cones for the monkey.

The cat has spoons in a basket.

The pie is good, there is curd inside.

On the roof of Shura lived the crane Zhura.

Midges flew around the lamp, warming its thin legs.

Be careful, midges, you will burn your legs.

(Uh) Now, we're bringing home bream.

Whoa, whoa, I’m putting on a raincoat.

Wolves prowl, looking for food.

The puppy squeaks pitifully.

(Ch) Cha-cha-cha, a candle is burning in the room.

Chu-chu, I'm knocking with a hammer.

Ooh, it's night.

A sheep's fur coat is warmer than any stove.

The student was learning his lessons, his cheeks were inky.

This is ice cream on a plate for Lenochka.

(Ts-C-C) Tsu-Chu, I'm flying on a rocket.

Chu-tsu, they gave the grains to the chick.

Tanya's saucers clash very often.

The mischievous student received one.

(L) La-la-la, I have a top.

Lo-lo-lo, it's warm outside.

We caught burbot in the shallows.

Mom washed Mila with soap.

Julia was little and was spinning around

Put the coal in the corner.

The sea wave is strong and free.

(R) Ra-ra-ra, it's hot outside.

Ro-ro-ro, there's a bucket outside.

Ar-ar-ar, there is a lantern hanging on the wall.

Three trumpeters blew their trumpets.

The crow missed the crow.

There are oak trees on the mountain, and grids growing under the mountain.

Egorka quickly says a tongue twister.

(R-L) La-ra, La-ra, the game begins.

Lara washed the floor, Lilya Lara helped.

Lara was playing the piano at Valya's.

A fisherman was catching fish, and the entire catch floated into the river.

Kandrat drew a square in his notebook.

The ship was carrying caramel, and the ship ran aground.

And the sailors ate caramel aground for three weeks.

Thus, the types of exercises were selected depending on the level of speech and intellectual development of the children, their age and type of speech pathology. The work on correcting the syllabic structure of words was carried out for a long time, systematically, according to the principle from simple to complex, taking into account the leading type of activity of children and using clarity. Thanks to this, significant results were achieved in the formation of the syllabic structure of words in children.

Every year the number of children suffering from general speech underdevelopment increases. This type of disorder in children with normal hearing and intact intelligence is a specific manifestation of a speech abnormality, in which the formation of the main components of the speech system is disrupted or lags behind the norm: vocabulary, grammar, phonetics. Most of these children have some degree of distortion syllabic structure of the word, which are recognized as leading and persistent in the structure of speech defects in children with general speech underdevelopment.

The practice of speech therapy shows that correction of the syllabic structure of a word is one of the priority and most difficult tasks in working with preschoolers who have systemic speech disorders. It should be noted that this type of speech pathology occurs in all children with motor alalia, in whom phonetic speech disorders are not leading in the syndrome, but only accompany vocabulary disorders. The importance of this problem is also evidenced by the fact that the insufficient degree of correction of this type of phonological pathology in preschool age subsequently leads to the development of dysgraphia in schoolchildren due to a violation of language analysis and synthesis of words and phonemic dyslexia.

Research by A.K. Markova on the peculiarities of mastering the syllabic structure of a word by children suffering from alalia shows that the speech of children is replete with pronounced deviations in the reproduction of the syllabic structure of a word, which persist even in reflected speech. These deviations are in the nature of one or another deformation of the correct sound of a word, reflecting the difficulties of reproducing the syllabic structure. It follows from this that in cases of speech pathology, age-related disorders do not disappear from children’s speech by the age of three, but, on the contrary, acquire a pronounced, persistent character. A child with general speech underdevelopment cannot independently master the pronunciation of the syllabic structure of a word, just as he is unable to independently master the pronunciation of individual sounds. Therefore, it is necessary to replace the long process of spontaneous formation of the syllabic structure of a word with a purposeful and conscious process of teaching this skill.

Numerous studies carried out within the framework of the topic under consideration contribute to clarifying and concretizing the prerequisites that determine the assimilation of the syllabic structure of a word. There is a dependence of mastering the syllabic structure of a word on the state of phonemic perception, articulatory capabilities, semantic insufficiency, and the child’s motivational sphere; and according to recent studies, on the developmental features of non-speech processes: optical-spatial orientation, rhythmic and dynamic organization of movements, the ability to serially process information (G.V. Babina, N.Yu. Safonkina).

The study of syllable structure in children with systemic speech disorders is most widely represented in the domestic literature.

A.K. Markova defines the syllabic structure of a word as an alternation of stressed and unstressed syllables of varying degrees of complexity. The syllabic structure of a word is characterized by four parameters: 1) stress, 2) number of syllables, 3) linear sequence of syllables, 4) model of the syllable itself. The speech therapist must know how the structure of words becomes more complex, and examine the thirteen classes of syllable structures that are the most frequent. The purpose of this examination is not only to determine those syllable classes that have been formed in the child, but also to identify those that need to be formed. The speech therapist also needs to determine the type of violation of the syllabic structure of the word. As a rule, the range of these disorders varies widely: from minor difficulties in pronouncing words of complex syllable structure to severe violations.

Violations of syllabic structure modify the syllabic composition of a word in different ways. Distortions consisting of a pronounced violation of the syllabic composition of the word are clearly distinguished. Words can be deformed due to:

1. Violations of the number of syllables:

A) Elysia – reduction (skipping) of syllables): “skein” (hammer).

The child does not fully reproduce the number of syllables of a word. When reducing the number of syllables, syllables may be omitted at the beginning of the word (“na” - moon), in the middle (“gunitsa” - caterpillar), the word may not be spoken to the end (“kapu” - cabbage).

Depending on the degree of speech underdevelopment, some children shorten even a two-syllable word to a monosyllabic one (“ka” - porridge, “pi” - wrote), others find it difficult only at the level of four-syllable structures, replacing them with three-syllable ones (“puvitsa” - button):

Deletion of the syllabic vowel.

The syllabic structure can be shortened due to the loss of only syllabic-forming vowels, while the other element of the word - the consonant - is preserved (“prosonic” - pig; “sugar bowl” - sugar bowl). This type of syllable structure disorder is less common.

b) Iterations:

Increasing the number of syllables by adding a syllabic vowel in the place where there is a confluence of consonants (“tarawa” - grass). This lengthening of the structure of the word is due to its peculiar dismembered pronunciation, which represents a kind of “unfolding” of the word and especially consonant clusters into component sounds (“dirigible” - airship).

2. Violation of the sequence of syllables in a word:

Rearrangement of syllables in a word (“devore” - tree);

Rearrangement of sounds of adjacent syllables (“gebemot” - hippopotamus). These distortions occupy a special place, with them the number of syllables is not violated, while the syllable composition undergoes gross violations.

3. Distortion of the structure of an individual syllable:

A contraction of a consonant sequence that turns a closed syllable into an open one (“kaputa” - cabbage); a syllable with a consonant cluster - into a syllable without a consonant cluster (“tul” - chair).

This defect is identified by T.B. Filichev and G.V. Chirkin as the most common when pronouncing words of different syllable structures by children suffering from OHP.

Insertion of consonants into a syllable (“lemont” - lemon).

4. Anticipations, those. likening one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).

5. Perseverations(from the Greek word “I persist”). This is an inert stuckness on one syllable in a word (“pananama” - panama; “vvvalabey” - sparrow).

Perseveration of the first syllable is most dangerous, because this type of syllable structure disorder can develop into stuttering.

6. Contamination – connecting parts of two words (“refrigerator” - refrigerator and bread box).

All of the listed types of distortions of the syllabic composition of words are very common in children with systemic speech disorders. These disorders occur in children with speech underdevelopment at different (depending on the level of speech development) levels of syllabic difficulty. The retarding effect of syllabic distortions on the process of speech acquisition is further aggravated by the fact that they are highly persistent. All these features of the formation of the syllabic structure of a word interfere with the normal development of oral speech (accumulation of vocabulary, assimilation of concepts) and make it difficult for children to communicate, and also, undoubtedly, interfere with sound analysis and synthesis, and therefore interfere with learning to read and write.

Traditionally, when studying the syllabic structure of a word, the possibilities of reproducing the syllabic structure of words of different structures are analyzed according to A.K. Markova, who distinguishes 14 types of syllabic structure of a word according to increasing degrees of complexity. Complication consists in increasing the number and using different types of syllables.

Types of words (according to A.K. Markova)

Grade 1 – two-syllable words made from open syllables (willow, children).

Grade 2 – three-syllable words made from open syllables (hunting, raspberry).

Grade 3 – monosyllabic words (house, poppy).

Grade 4 – two-syllable words with one closed syllable (sofa, furniture).

Grade 5 – two-syllable words with a cluster of consonants in the middle of the word (jar, branch).

Grade 6 – two-syllable words with a closed syllable and a consonant cluster (compote, tulip).

7th grade – three-syllable words with a closed syllable (hippopotamus, telephone).

8th grade – three-syllable words with a combination of consonants (room, shoes).

9th grade – three-syllable words with a combination of consonants and a closed syllable (lamb, ladle).

Grade 10 – three-syllable words with two consonant clusters (tablet, matryoshka).

11th grade – monosyllabic words with a consonant cluster at the beginning of the word (table, closet).

Grade 12 – monosyllabic words with a consonant cluster at the end of the word (elevator, umbrella).

Grade 13 – two-syllable words with two consonant clusters (whip, button).

Grade 14 – four-syllable words made from open syllables (turtle, piano).

In addition to the words included in the 14 classes, the pronunciation of more complex words is assessed: “cinema”, “policeman”, “teacher”, “thermometer”, “scuba diver”, “traveler”, etc.

The possibility of reproducing the rhythmic pattern of words, the perception and reproduction of rhythmic structures (isolated beats, a series of simple beats, a series of accented beats) are also explored.

Types of jobs:

Name the subject pictures;

Repeat the words as reflected by the speech therapist;

Answer the questions. (Where do they buy food?).

Thus, during the examination, the speech therapist identifies the degree and level of violation of the syllabic structure of words in each specific case and the most typical errors that the child makes in speech, identifies those frequency classes of syllables whose syllabic structure is preserved in the child’s speech, classes of the syllabic structure of words that are grossly are violated in the child’s speech, and also determines the type and type of violation of the syllabic structure of the word. This allows you to set the boundaries of the level accessible to the child, from which corrective exercises should begin.

Many modern authors deal with the issue of correcting the syllabic structure of words. In the methodological manual by S.E. Bolshakova “Overcoming violations of the syllabic structure of words in children,” the author describes the reasons for the difficulties in forming the syllabic structure of words, types of errors, and methods of work. Attention is paid to the development of such prerequisites for the formation of the syllabic structure of a word as optical and somato-spatial representations, orientation in two-dimensional space, dynamic and rhythmic organization of movements. The author proposes a method of manual reinforcement that makes it easier for children to make articulatory switches and prevent omissions and substitutions of syllables. The order of mastering words with consonant clusters is given. Games at each stage contain speech material selected taking into account speech therapy training programs.

The procedure for practicing words with different types of syllabic structure was proposed by E.S. Bolshakova in the manual “The work of a speech therapist with preschoolers,” where the author proposes a sequence of work that helps clarify the contour of the word. (Types of syllables according to A.K. Markova)

The educational and methodological manual “Formation of the syllabic structure of a word: speech therapy tasks” by N.V. Kurdvanovskaya and L.S. Vanyukova highlights the features of correctional work on the formation of the syllabic structure of a word in children with severe speech disorders. The material was selected by the authors in such a way that when working on the automation of one sound, the presence of other sounds that are difficult to pronounce in words is excluded. The presented illustrative material is aimed at developing fine motor skills (pictures can be colored or shaded), and the order of its arrangement will help the formation of a syllable structure at the stage of onomatopoeia.

In his manual “Speech therapy work to overcome violations of the syllabic structure of words in children,” Z.E. Agranovich also proposes a system of speech therapy measures to eliminate such a difficult-to-correct, specific type of speech pathology as a violation of the syllabic structure of words in children of preschool and primary school age. The author summarizes all the correctional work from the development of speech-auditory perception and speech-motor skills and identifies two main stages:

Preparatory (work is carried out on non-verbal and verbal material; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;

Actually correctional (the work is carried out on verbal material and consists of several levels (level of vowel sounds, level of syllables, word level). At each level, the author assigns special importance to “inclusion in the work”, in addition to the speech analyzer, also auditory, visual and tactile. The purpose of this stage – direct correction of defects in the syllabic structure of words in a particular speech-language pathologist child.

All authors note the need for specific, targeted speech therapy work to overcome violations of the syllabic structure of words, which is part of the general correctional work in overcoming speech disorders.

Conducting specially selected games in group, subgroup and individual speech therapy classes creates the most favorable conditions for the formation of the syllabic structure of words in children with general speech underdevelopment.

For example, the didactic game “Funny Houses”.

This didactic game consists of three houses with pockets for inserting pictures, envelopes with a set of subject pictures for many game options.

Option #1

"Zoo"

Goal: developing the ability to divide words into syllables.

Equipment: three houses with different numbers of flowers in the windows (one, two, three), with pockets for putting pictures, a set of subject pictures: hedgehog, wolf, bear, fox, hare, elk, rhinoceros, zebra, camel, lynx, squirrel, cat, rhinoceros, crocodile, giraffe...)

Progress of the game: the speech therapist says that new houses have been made for the animals at the zoo. The child is asked to determine which animals can be placed in which house. The child takes a picture of an animal, pronounces its name and determines the number of syllables in the word. If it is difficult to count the number of syllables, the child is asked to “clap” the word: pronounce it syllable by syllable, accompanying the pronunciation by clapping his hands. Based on the number of syllables, he finds a house with the corresponding number of flowers in the window for the named animal and puts the picture in the pocket of this house. It is advisable that children’s answers be complete, for example: “In the word crocodile three syllables.” After all the animals have been placed in their houses, you must once again say the words shown in the pictures.

Option No. 2

"Puzzles"

Goal: to develop the ability to guess riddles and divide guessing words into syllables.

Equipment: three houses with different numbers of flowers in the windows (one, two, three), with pockets for putting pictures, a set of subject pictures: squirrel, woodpecker, dog, hare, pillow, wolf).

Progress of the game: the speech therapist invites the child to listen carefully and guess the riddle, find a picture with the answer word, determine the number of syllables in the word (by clapping, tapping on the table, steps, etc.). Based on the number of syllables, find a house with the corresponding number of windows and insert a picture into the pocket of this house.

Who deftly jumps through the trees
And climbs oak trees?
Who hides nuts in a hollow,
Drying mushrooms for the winter? (Squirrel)

Sleeping in the booth
The house is guarded.
Who goes to the owner
She lets you know. (Dog)

Stuffed with fluff
Is it under your ear? (Pillow)

It knocks all the time
The trees are being hollowed out,
But it doesn't hurt them
But it only heals. (Woodpecker)

White in winter,
Gray in summer,
Doesn't offend anyone
And he's afraid of everyone. (Hare)

Who is cold in winter
He wanders around angry and hungry. (Wolf)

You can simply use pictures whose names consist of a different number of syllables. The child takes a card, names the picture depicted on it, determines the number of syllables in the word and independently inserts it into the appropriate pocket of the house, depending on the number of colors in the window.

Formation of the syllable structure of a word

One of the most difficult to correct among various speech disorders in preschool children is such a special manifestation of speech pathology as a violation of the syllabic structure of words. Violations of the syllabic structure of words are usually detected during a speech therapy examination of children with general speech underdevelopment. This speech development defect is characterized by difficulties in pronouncing words with complex syllabic composition. (violation of the order of syllables in a word, omissions or addition of new syllables or sounds). Speech therapy work to correct violations of the sound-syllable structure of a word is part of the general correctional work in overcoming speech disorders. And quite often, a speech therapist teacher can recommend such tasks for repetition at home. This is especially true for children with motor alalia.

Highlight two stages of work on the formation of the syllabic structure of a word:

1) Preparatory stage-development of a sense of rhythm, stimulation of the perception of the rhythmic structure of a word.

It is recommended to work on the formation of rhythmic skills:you can use various types of walking with music and speech accompaniment, dance movements combined with clapping your hands, speech in a certain rhythm, clapping rhythms,tapping the ball on the floor, using musical instruments - drum, tambourine, glockenspiel,simple dance exercises.Exercise to develop hand coordination: performing movements alternately with the right and left hands, and then with both hands simultaneously (fist of the left hand – edge of the right hand, etc.).

2) Corrective stage- reproduction of rhythmic beats in the child’s own speech without disturbances, first by imitation, then in independent speech.

This stage takes place in the following order:

· - clarifying the articulation of preserved sounds;

· - pronunciation of syllable series of varying degrees of complexity only with preserved sounds according to the scheme:

Vowel + vowel /au, ua, ia/
Consonant + vowel /ba-ba-ba/;
Vowel + consonant /am-am-am; oh – oh – uh/
Vowel + consonant + vowel /apa-apa-apa/
Consonant + consonant + vowel /kwa – kwa – kwa/
Vowel + consonant + consonant /aft – aft - aft/
Vowel + consonant + consonant + vowel /adna-adna-adna/

· - pronouncing words after an adult in a mirror, naming words from pictures, making sentences with familiar words.

There are 14 types of syllable structure of a word according to increasing degrees of complexity (classification of words according to A.K. Markova). It is also necessary to take this classification (see Appendix 2) into account when teaching reading. Complication consists in increasing the number and using different types of syllables:

1. Two-syllable words made from open syllables ( willow, children).

2. Three-syllable words made from open syllables ( hunting, raspberry).

3. Monosyllabic words ( house, poppy).

4. Two-syllable words with a closed syllable ( sofa, furniture).

5. Two-syllable words with a cluster of consonants in the middle of the word ( bank, branch).

6. Two-syllable words made from closed syllables (compote, tulip).

7. Three-syllable words with a closed syllable ( hippopotamus, phone).

8. Three-syllable words with a combination of consonants ( room, shoes).

9. Three-syllable words with a consonant cluster and a closed syllable ( lamb, ladle).

10. Three-syllable words with two consonant clusters ( tablet, matryoshka).

11. Monosyllabic words with a combination of consonants at the beginning of the word ( table, cabinet).

12. Monosyllabic words with a consonant cluster at the end of the word ( elevator, umbrella).

13. Two-syllable words with two consonant clusters ( whip, button).

14. Four-syllable words made from open syllables ( turtle, piano).

The basis of working on speech rhythm or rhythm at the word level is clapping words syllable by syllable, highlighting the stressed syllable with the voice and a louder clap.

Violations of the syllabic structure of words persist in the speech of preschoolers with OHP longer than deficiencies in the pronunciation of individual sounds. The syllabic structure of a word, learned in isolated pronunciation, is often distorted again when the word is included in a phrase or independent speech.

Mastering the syllabic structure of a word is one of the prerequisites for mastering literacy and further successful education of a child at school.

Annex 1

Norms for the development of the syllabic structure of a word

in children of different age categories:

3 years: reproduction of words consisting of:

From 2 syllables, for example, (cotton wool, willow, owl, etc.),

Of 3 syllables (cabin, car, ducklings, etc.)

From 1 syllable, for example, (poppy, juice, smoke, etc.)

4-5 years:reproduction of words:

From open syllables without a consonant cluster (raspberries, buttons, tomatoes...);

Of 4-5 syllables with a combination of consonants at the beginning, middle, end of the word (snow, cabbage, roof, cat, bridge, birdhouse, yogurt, medicine, draft, TV, frying pan, whistle, policeman, aquarium, hairdresser, construction... )

The child must be able to:

Name the subject pictures;

Repeat the words after the adult;

Answer the questions (Where is hair cut?..).

After 5 yearsChildren repeat after adults sentences with a large concentration of complex words, for example:

The plumber was fixing the water pipe.

A policeman regulates street traffic.

Multi-colored fish swim in the aquarium.

Builders are working on the construction of a high-rise building.

Hair being cut in a barbershop.

In addition, children can independently make sentences based on the plot pictures.

Children school age must be able to complete tasks, both orally and in writing:

Reading words with complex syllabic structure;

Reading sentences rich in words of different types;

Reading tongue twisters;

Copying complex words and sentences.

Appendix 2

Types of syllable structure of a word by increasing degree of complexity

1. Two-syllable words made from open syllables:

melon, water, soap, cotton wool, coffee, fly, owl, children, perfume, moon, feet, willow, vase, notes, goat, teeth, miracle, sleigh, summer, winter, fox, goat, foam, mud.

Tanya, Katya, Vitya, Olya, Sanya, Petya, Valya, Vadya, Zhenya, Kolya, Tolya, Galya,

I walk, I carry, I lead, I carry, I walk, I give, I run, I take, I sing, I sow, I winnow.

2. Three-syllable words made from open syllables:

shovel, dog, cubes, boots, cabin, Panama hat, ducklings, head, raspberries, newspaper, mimosa, berries, car, coin, wheel, milk, cow, road, magpie, hut, rowan, viburnum, vegetables, weather, work, birch, guys, dried apricots, replacement, lanterns, log, beard, care, knee, head, hoof, rainbow, iron, boots, cart, pajamas

3. Monosyllabic words from a closed word:

poppy, bow, ball, whale, forest, beetle, catfish, juice, oak, lion, honey, house, cat, goose, smoke, nose.

Don, son of couples, cat, noise, weight, than, hall, beat, lived, washed, gave, sang, sat down, lie down, sit, sing, give, rash, pour.

4. Two-syllable words with a closed syllable:

lemon, broom, spider, banana, fire, package, can, hammock, wagon, loaf, iron, rooster, skating rink, sofa, scoop, rope, belly, giraffe, stump, day, shade, salon, sofa, one, parade, ferry, sail, bazaar, banana, ballet, ram, fire, cook, flight, buffet, bud, bouquet, pilot, python, pie, bison, ticket, beads, rooster, pencil case, pepper, runner, herd, coupon, basin, axe, goods, tomato, watch, lettuce, boot, net, pike perch, knot, factory, castle, smell, sunset, skating rink, boar, carpet, goat, pheasant, torch, fakir, peas, lawn, city, voice, carriage, final, eagle owl, date, virus, temple, turn, turn, naughty, hut, naughty, stocking, cast iron, eccentric, puppy, goldfinch, twitter, sock, knife, number, burdock, curl, tray, bag

5. Two-syllable words with a confluence in the middle of the word:

bank, skirt, letter, branch, letters, duck, bath, threads, cap, fork, pumpkin, slippers, window, skates, T-shirt, taxi, fleece, days, tambourines, tow, place, dough, squirrel, family, modeling, fishing line, aunt, cat, mouse, bump, bangs,

Kostya, Nastya, Gerda, Tishka, Zhuchka, Toshka.

I hold, I crawl, I am silent, I turn, I take, I pick.

6. Two-syllable words with a closed syllable and a combination of consonants:

edging, tile, compote, bow, forester, watering can, teapot, tray, album, rain, cactus, fountain, bear, donut, magnet, tulip, turkey, dolphin, suit, compass, soldier, peacock, coat, broth, shepherd,

Sergey, Matvey, Anton, Pavlik.

He pushed, he managed, he turned, he drew, he endured, he cleaned.

dish, pancakes, elephants, wall,

Swim, swallow, knock

Grisha, Stepan, German, Andrey, Sveta

7. Three-syllable words with a closed syllable:
bun, plane, tomato, suitcase, hippopotamus, cockerel, pineapple, cornflower, telephone, drum, diver, parrot, hammer, captain, calf, shop
pelican, pie, plane, icebreaker,
8. Three-syllable words with a combination of consonants:

apple, chess, sausage, candy, cuckoo, dumbbells, room, gate, boots, snail, cabbage, fishing rod, needle, gazebo, felt boots, girl, frog, tent, firecracker, plate, pin.

9. Three-syllable words with a consonant cluster and a closed syllable:

Panama hat, button, bench, swimsuit, pipette, room, herring, minute, gate, dumbbells, snail, hodgepodge, soldering iron, knee, file, bus, grasshopper, octopus, Indian, machine gun, lamb, rose hip, gardener, monument, rug, alarm clock, orange, grapes, hunter, pendulum, coffee pot.

10. Three-syllable words with two confluences:

matryoshka, hut, toy, Dunno, rifle, light bulb, antenna, tablets, carrot, jump rope, strawberry, clove, bench, turkey, football player, accordion

11, 12. Monosyllabic words with a combination of consonants at the beginning or end of the word:

Pronouncing syllable series with these consonants:

I know - I know - I know - I know
wildebeest - gno - wildebeest - wildebeest
klya - klya - klya - klya
aphids - aphids - aphids - aphids
nta – nto – ntu – nty
hundred - hundred - stu - sty
bottom - bottom - bottom - bottoms
fta – fto–ftu – ftyi, etc.

flag, bread, gnome, cabinet, sign, bottom, glue, bow, sheet, bolt, bush, tank, cupcake, umbrella, elevator, screw, days, stumps, bend, maple, weave, fabric, aphid, who, wedge, aphid, scarf, bolt, minced meat, hill, bridge.

13. Two-syllable words with two sequences:

star, barbell, nest, matches, chicks, flags, stick, nails, whip, cage, cranberry, rolling pin, button, satellite, books, penguin.

The formation of grammatically correct, lexically rich and phonetically clear speech in children, which enables verbal communication and prepares them for learning at school, is one of the important tasks in the overall system of teaching a child their native language in kindergarten and in the family.

To raise a full-fledged personality, you need to eliminate everything that interferes with the child’s free communication with the team. It is important that children master their native speech as early as possible and speak correctly, clearly, and expressively. The correct pronunciation of sounds and words becomes especially necessary for a child when he begins to master literacy. The practice of speech therapy shows that correction of sound pronunciation is often brought to the fore in preschool age and the importance of forming the syllabic structure of words is underestimated, and this is one of the reasons for the occurrence of dysgraphia and dyslexia in schoolchildren.

Among the various speech disorders in preschool children, one of the most difficult to correct is such a special manifestation of speech pathology as a violation of the syllabic structure of words. This defect in speech development is characterized by difficulties in pronouncing words of complex syllabic composition (violation of the order of syllables in a word, omissions or addition of new syllables or sounds). Violation of the syllabic structure of a word is usually detected during a speech therapy examination of children with general speech underdevelopment. As a rule, the range of these violations varies: from minor difficulties in pronouncing words of a complex syllabic structure in conditions of spontaneous speech to severe violations when a child repeats two- and three-syllable words without a combination of consonants, even with the aid of clarity. Deviations in the reproduction of the syllabic composition of a word can manifest themselves as follows:

1. Violation of the number of syllables:
– syllable reduction;
– omission of the syllabic vowel;
– increasing the number of syllables due to the insertion of vowels.
2. Violation of the sequence of syllables in a word:
– rearrangement of syllables;
- rearrangement of sounds of adjacent syllables.
3. Distortion of the structure of an individual syllable:
– reduction of consonant clusters;
- insertion of consonants into a syllable.
4. Similarization of syllables.
5. Perseverations (cyclic repetition).
6. Anticipations (replacing previous sounds with subsequent ones).
7. Contamination (mixing elements of a word).

Violation of the syllabic structure of words can persist in children with pathology of speech development for quite a long time, revealing itself whenever the child encounters a new sound-syllable and morphological structure of a word.

The choice of methods and techniques of correctional work to eliminate this disorder is always preceded by an examination of the child, during which the degree and level of violation of the syllabic structure of words is revealed. This will allow you to set the boundaries of the level accessible to the child, from which corrective exercises should begin.

This type of work is based on the principle of a systematic approach to the correction of speech disorders and the classification by A.K. Markova, which identifies 14 types of syllable structure of a word in increasing degrees of complexity:

1. Two-syllable words made from open syllables (willow, children).
2. Three-syllable words made from open syllables (hunting, raspberry).
3. Monosyllabic words (house, juice).
4. Two-syllable words with a closed syllable (sofa, furniture).
5. Two-syllable words with a cluster of consonants in the middle of the word (jar, branch).
6. Two-syllable words made from closed syllables (tulip, compote).
7. Three-syllable words with a closed syllable (hippopotamus, telephone).
8. Three-syllable words with consonant clusters (room, shoes).
9. Three-syllable words with a consonant cluster and a closed syllable (lamb, ladle).
10. Three-syllable words with two consonant clusters (tablet, matryoshka).
11. Monosyllabic words with a cluster of consonants at the beginning of the word (table, closet).
12. Monosyllabic words with a consonant cluster at the end of the word (elevator, umbrella).
13. Two-syllable words with two consonant clusters (whip, button).
14. Four-syllable words made from open syllables (turtle, piano).

Corrective work to overcome violations of the syllabic structure of words consists of the development of speech-auditory perception and speech-motor skills. I built my work in two stages:

– preparatory; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;
– correctional; The goal of this stage is the direct correction of defects in the syllabic structure of words in a particular child.

At the preparatory stage I conducted the exercises first on a non-verbal level, and then on a verbal one.

Exercise “Repeat the same”

Goal: learn to reproduce a given rhythm.
Materials: ball, drum, tambourine, metallophone, sticks.
Progress of the exercise: The speech therapist sets the rhythm with one of the objects, the child must repeat the same.

Exercise “Count correctly”

Goal: learn to count sounds.
Materials: children's musical and noise instruments, cards with numbers, cube with dots.
Progress of the exercise:
Option 1. The child claps his hands (knocks on a tambourine, etc.) as many times as the dots appear on the cube.
Option 2. The speech therapist plays sounds, the child counts them and picks up a card with the corresponding number.

Exercise “Choose a scheme”

Goal: learn to correlate the rhythmic pattern with its diagram on the card.
Material: cards with patterns of rhythmic patterns.
Progress of the exercise:
Option 1. The speech therapist sets a rhythmic pattern, the child selects the appropriate pattern on the card.
Option 2. The child reproduces a rhythmic pattern according to a given pattern.

Exercise “Long - short”

Goal: to learn to distinguish between long and short sounding words.
Material: chips, long and short strips of paper, pictures.
Progress of the exercise:
Option 1. The speech therapist pronounces the words, the child places a chip on a long or short strip.
Option 2. The child names the words in the pictures and puts them into two groups: the long strip and the short one.

At the correctional stage the work was carried out at the verbal level with the obligatory “switching on” of the auditory, visual and tactile analyzers.

Exercises at the sound level:

“Say the sound A as many times as there are dots on the die. Make the sound O as many times as I clap my hands.”
“Find out what sound (series of sounds) I made.” Recognition by silent articulation, pronunciation with voice.
Determination of a stressed vowel in a stressed position (in a series of sounds).

Exercises at the syllable level:

– Pronounce a chain of syllables while simultaneously stringing rings onto a pyramid (building a tower from cubes, rearranging pebbles or beads).
– “Fingers say hello” - pronouncing a chain of syllables by touching the fingers of the hand with the thumb on each syllable.
– Count the number of syllables pronounced by the speech therapist.
– Name the stressed syllable in the chain of heard syllables.
– Memorizing and repeating chains of different types of syllables.

Word level exercises:

Ball game

Goal: learn to clap the syllabic rhythm of a word.
Material: ball.
Progress of the game: the child beats the rhythm of the word given by the speech therapist with a ball.

Game "Telegraph"

Goal: to develop the ability to divide words into syllables.
Material: sticks.
Progress of the game: the child “transmits” the given word by tapping out its rhythmic pattern.

Game "Count, don't make a mistake"

Material: pyramid, cubes, pebbles.
Progress of the game: the child pronounces the words given by the speech therapist and lays out pebbles (pyramid rings, cubes). Compare words: where there are more pebbles, the word is longer.

Goal: to learn to divide words into syllables while simultaneously performing a mechanical action.
Material: ball.
Progress of the game: children pass the ball to each other and at the same time name the syllable of the given word.

Game "Say the correct word"

Goal: to learn to distinguish correctly sounding words.
Material: pictures.
Progress of the game: the speech therapist pronounces the words incorrectly, the child names the words correctly (if it is difficult for the child to complete the task, then pictures are given to help).

Exercise “What has changed?”

Goal: to learn to distinguish between different syllable structures of words.
Material: pictures.
Progress of the exercise: the child explains the difference between words.
Words: cat, cat, kitten. House, house, house.

Exercise “Find the longest word”

Goal: to consolidate the ability to divide words into syllables.
Material: pictures.
Progress of the exercise: the child chooses from the proposed pictures the one that shows the longest word.

Exercise “Count, don’t make a mistake”

Goal: to strengthen children’s ability to divide words into syllables.
Material: pictures, cards with numbers.
Progress of the exercise: The speech therapist shows pictures, the children show a number corresponding to the number of syllables in a word (a complication option is the number of a stressed syllable).

Exercise “Which word is different”

Goal: learn to distinguish words with different rhythmic structures.
Material: pictures.
Progress of the exercise: the speech therapist names a series of words, the children identify the extra word (use pictures if the children find it difficult).
Words: tank, crayfish, poppy, branch. Carriage, bud, loaf, plane.

Exercise “Name the same syllable”

Goal: to consolidate the ability to compare the syllabic structure of words.
Material: pictures.
Progress of the exercise: the child must find the same syllable in the proposed words (airplane, milk, straight, ice cream).

Game “The end of the word is yours”

Goal: learn to synthesize words from syllables.
Material: ball.
Progress of the game: the speech therapist begins the word and throws the ball to the child, he adds the same syllable SHA: ka..., va..., Yes..., Ma..., Mi...

Game “What word did you get?”

Goal: to practice simple syllabic analysis.
Material: ball.
Progress of the game: the child, throwing the ball to the speech therapist, pronounces the first syllable. The speech therapist, returning the ball, says the second syllable and asks the child to name the word in full.

Child: Speech therapist: Child:
ket bouquet
fet buffet
Boo tone bud
ben tambourine

Exercise “Call me kindly”

Goal: to learn to clearly pronounce words of type 6 syllabic structure when forming nouns.
Material: ball.
Progress of the exercise: the speech therapist, throwing the ball to the child, names the object. The child, returning the ball, calls it “affectionately.”
Bow - bow, bandage - bandage, bush - bush, scarf - scarf, leaf - leaf.

Exercise “Say the word correctly”

Goal: to learn to clearly pronounce words of type 7 syllable structure, to develop auditory attention and memory.
Material: subject pictures.
Progress of the exercise: the speech therapist shows a picture and pronounces a sound combination. The child raises his hand when he hears the correct name of the object and names it.

Speech therapist: Child:
Mosalet
The plane is breaking
Airplane

Game "Syllable cubes"

Goal: to practice synthesizing two-syllable words.
Material: cubes with pictures and letters.
Progress of the game: children must collect words from two parts.

Game "Chain of words"

Goal: to consolidate the ability to analyze and synthesize two- and three-syllable words.
Material: cards with pictures and words divided into parts.
Progress of the game: children lay out a chain of words (pictures) like dominoes.

Game "Logocube"

Goal: to practice syllabic analysis of one-, two- and three-syllable words.
Material: cube, set of subject pictures, cards with numbers.
Progress of the game: children select from a general set of pictures those that correspond to a given number of syllables and fix them on a certain side of the cube.

Train game

Goal: learn to select words with a given syllable pattern.
Material: train with carriages, a set of subject pictures, diagrams of the syllabic structure of words.
Progress of the game: children are invited to help “seat passengers” in the carriages in accordance with the number of syllables.

Game "Pyramid"

Goal: to consolidate the ability to analyze the syllabic composition of a word.
Material: a set of subject pictures.
Progress of the game: the child must arrange the pictures in a given sequence: one at the top - with a one-syllable word, two in the middle - with two-syllable words, three at the bottom - with three-syllable words.

Exercise “Collect a word”

Goal: learn to synthesize two- and three-syllable words.
Material: cards with syllables on tinted paper.
Progress of the exercise: each child lays out one word. Then a set of cards is exchanged and the game continues.

Exercise “Choose a word”

Goal: to consolidate the ability to analyze the syllabic structure of words.
Material: subject pictures, cards with diagrams of syllable structure. Cards with words (for reading children).
Progress of the exercise:
Option 1. The child matches the diagrams to the pictures.
Option 2. The child matches the pictures to the diagrams.

Game "Let's put things in order"

Goal: improve syllabic analysis and synthesis.
Material: a set of cards with syllables on tinted paper.
Progress of the game: children select syllables from the total number and arrange them in the right order.

Game "Who is more"

Goal: improve the ability to synthesize words from syllables.
Material: a set of cards with syllables on paper of the same color.
Progress of the game: from the total number of syllables, children lay out as many variants of words as possible.

Literature:

Agranovich Z.E. Speech therapy work to overcome violations of the syllabic structure of words in children. St. Petersburg: Detstvo-Press, 2000.
Bolshakova S.E. Overcoming violations of the syllabic structure of words in children. Moscow: Sfera, 2007.
Volina V.V. We learn by playing. Ekaterinburg: Argo, 1996.
Kozyreva L.M. We read syllable by syllable. A set of games and exercises for children 5 – 7 years old. Moscow: Gnom i D, 2006.
Kurdvanovskaya N.V., Vanyukova L.S. Formation of the syllabic structure of a word. Moscow: Sfera, 2007.
Lalaeva R.I., Serebryakova N.V. Correction of general speech underdevelopment in preschool children. St. Petersburg: Soyuz, 1999.
Lopukhina I.S. Speech therapy. Moscow: Aquarium, 1996.
Tkachenko T.A. Correction of violations of the syllabic structure of words. Moscow: Gnom i D, 2001.
Filicheva T.B., Chirkina G.V. Preparing children with general speech underdevelopment for school in a special kindergarten. Moscow: 1991.
Chetverushkina N.S. The syllabic structure of the word. Moscow: Gnom i D, 2001.

Numerous studies carried out within the framework of the topic under consideration contribute to clarifying and concretizing the prerequisites that determine the assimilation of the syllabic structure of a word. There is a dependence of mastering the syllabic structure of a word on the state of phonemic perception, articulatory capabilities, semantic insufficiency, and the child’s motivational sphere; and according to recent studies - on the developmental features of non-speech processes: optical-spatial orientation, rhythmic and dynamic organization of movements, the ability to serially process information (G.V. Babina, N.Yu. Safonkina).

The study of syllable structure in children with systemic speech disorders is most widely represented in the domestic literature.

1. Violations of the number of syllables:

A) Elysia - reduction (skipping) of syllables): “skein” (hammer).

Deletion of the syllabic vowel.

b) Iterations:

2. Violation of the sequence of syllables in a word:

Rearrangement of syllables in a word (“devore” - tree);

3. Distortion of the structure of an individual syllable:

A contraction of a consonant sequence that turns a closed syllable into an open one (“kaputa” - cabbage); a syllable with a consonant cluster is transformed into a syllable without a consonant cluster (“tul” - chair).

This defect is identified by T.B. Filichev and G.V. Chirkin as the most common when pronouncing words of different syllable structures by children suffering from OHP.

Insertion of consonants into a syllable (“lemont” - lemon).

4. Anticipations, those. likening one syllable to another (“pipitan” - captain; “vevesiped” - bicycle).

5. Perseverations(from the Greek word “I persist”). This is an inert stuckness on one syllable in a word (“pananama” - panama; “vvvalabey” - sparrow).

Perseveration of the first syllable is most dangerous, because this type of syllable structure disorder can develop into stuttering.

6. Contamination - connecting parts of two words (“refrigerator” - refrigerator and bread box).

Types of words (according to A.K. Markova)

Grade 1 - two-syllable words made from open syllables (willow, children).

Grade 2 - three-syllable words made from open syllables (hunting, raspberry).

3rd grade - one-syllable words (house, poppy).

Grade 4 - two-syllable words with one closed syllable (sofa, furniture).

5th grade - two-syllable words with a cluster of consonants in the middle of the word (jar, branch).

Grade 6 - two-syllable words with a closed syllable and a consonant cluster (compote, tulip).

7th grade - three-syllable words with a closed syllable (hippopotamus, telephone).

8th grade - three-syllable words with a combination of consonants (room, shoes).

9th grade - three-syllable words with a combination of consonants and a closed syllable (lamb, ladle).

Grade 10 - three-syllable words with two consonant clusters (tablet, matryoshka).

11th grade - monosyllabic words with a combination of consonants at the beginning of the word (table, closet).

Grade 12 - monosyllabic words with a consonant cluster at the end of the word (elevator, umbrella).

Grade 13 - two-syllable words with two consonant clusters (whip, button).

Grade 14 - four-syllable words made from open syllables (turtle, piano).

Types of jobs:

Name the subject pictures;

Repeat the words as reflected by the speech therapist;

Answer the questions. (Where do they buy food?).

Preparatory (work is carried out on non-verbal and verbal material; the goal of this stage is to prepare the child to master the rhythmic structure of words in his native language;

Actually correctional (the work is carried out on verbal material and consists of several levels (level of vowel sounds, level of syllables, word level). At each level, the author assigns special importance to “inclusion in the work”, in addition to the speech analyzer, also auditory, visual and tactile. The purpose of this stage - direct correction of defects in the syllabic structure of words in a particular speech-language pathologist child.

For example, the didactic game “Funny Houses”.

This didactic game consists of three houses with pockets for inserting pictures, envelopes with a set of subject pictures for many game options.

Option #1

"Zoo"

Target: development of the ability to divide words into syllables.

Equipment: three houses with different numbers of flowers in the windows (one, two, three), with pockets for putting pictures, a set of subject pictures: hedgehog, wolf, bear, fox, hare, elk, rhinoceros, zebra, camel, lynx, squirrel, cat, rhinoceros, crocodile, giraffe...)

Progress of the game: The speech therapist says that new houses have been made for the animals at the zoo. The child is asked to determine which animals can be placed in which house. The child takes a picture of an animal, pronounces its name and determines the number of syllables in the word. If it is difficult to count the number of syllables, the child is asked to “clap” the word: pronounce it syllable by syllable, accompanying the pronunciation by clapping his hands. Based on the number of syllables, he finds a house with the corresponding number of flowers in the window for the named animal and puts the picture in the pocket of this house. It is advisable that children’s answers be complete, for example: “In the word crocodile three syllables.” After all the animals have been placed in their houses, you must once again say the words shown in the pictures.

Option No. 2

"Puzzles"

Target: development of the ability to guess riddles and divide guessing words into syllables.

Equipment: three houses with different numbers of flowers in the windows (one, two, three), with pockets for putting pictures, a set of subject pictures: squirrel, woodpecker, dog, hare, pillow, wolf).

Progress of the game: The speech therapist invites the child to listen carefully and guess the riddle, find a picture with the answer word, determine the number of syllables in the word (by clapping, tapping on the table, taking steps, etc.). Based on the number of syllables, find a house with the corresponding number of windows and insert a picture into the pocket of this house.

Who deftly jumps through the trees
And climbs oak trees?
Who hides nuts in a hollow,
Drying mushrooms for the winter? (Squirrel)

Sleeping in the booth
The house is guarded.
Who goes to the owner
She lets you know. (Dog)

Stuffed with fluff
Is it under your ear? (Pillow)

It knocks all the time
The trees are being hollowed out,
But it doesn't hurt them
But it only heals. (Woodpecker)

White in winter,
Gray in summer,
Doesn't offend anyone
And he's afraid of everyone. (Hare)

Who is cold in winter
He wanders around angry and hungry. (Wolf)

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