Guidelines. An instructive-methodical letter on the work of a speech therapist teacher at a secondary school, the main directions for the formation of prerequisites for Structure - N

To narrow the search results, you can refine the query by specifying the fields to search on. The list of fields is presented above. For example:

You can search across multiple fields at the same time:

logical operators

The default operator is AND.
Operator AND means that the document must match all the elements in the group:

research development

Operator OR means that the document must match one of the values in the group:

study OR development

Operator NOT excludes documents containing this element:

study NOT development

Search type

When writing a query, you can specify the way in which the phrase will be searched. Four methods are supported: search based on morphology, without morphology, search for a prefix, search for a phrase.
By default, the search is based on morphology.
To search without morphology, it is enough to put the "dollar" sign before the words in the phrase:

$ study $ development

To search for a prefix, you need to put an asterisk after the query:

study *

To search for a phrase, you need to enclose the query in double quotes:

" research and development "

Search by synonyms

To include synonyms of a word in the search results, put a hash mark " # " before a word or before an expression in brackets.
When applied to one word, up to three synonyms will be found for it.
When applied to a parenthesized expression, a synonym will be added to each word if one was found.
Not compatible with no-morphology, prefix, or phrase searches.

# study

grouping

Parentheses are used to group search phrases. This allows you to control the boolean logic of the request.
For example, you need to make a request: find documents whose author is Ivanov or Petrov, and the title contains the words research or development:

Approximate word search

For approximate search you need to put a tilde " ~ " at the end of a word in a phrase. For example:

bromine ~

The search will find words such as "bromine", "rum", "prom", etc.
You can additionally specify maximum amount possible edits: 0, 1 or 2. For example:

bromine ~1

The default is 2 edits.

Proximity criterion

To search by proximity, you need to put a tilde " ~ " at the end of a phrase. For example, to find documents with the words research and development within 2 words, use the following query:

" research development "~2

Expression relevance

To change the relevance of individual expressions in the search, use the sign " ^ " at the end of an expression, and then indicate the level of relevance of this expression in relation to the others.
The higher the level, the more relevant the given expression.
For example, in this expression, the word "research" is four times more relevant than the word "development":

study ^4 development

By default, the level is 1. Valid values are a positive real number.

Search within an interval

To specify the interval in which the value of some field should be, you should specify the boundary values in brackets, separated by the operator TO.
A lexicographic sort will be performed.

Such a query will return results with the author starting from Ivanov and ending with Petrov, but Ivanov and Petrov will not be included in the result.
To include a value in an interval, use square brackets. Use curly braces to escape a value.

Yastrebova A.V., Bessonova T.P.

speech therapists with younger students on the prevention and correction of reading and writing deficiencies. - M.: ARKTI, 2007. - 360 s: ill. (Correction pedagogy)

I8BN 978-5-89415-591-3

The manual presents a system of corrective exercises for the successful assimilation of program material by students, including: to fill in the gaps in the development of psychological prerequisites for mastering reading and writing; normalization of the sound side of speech; the formation and improvement of the lexical and grammatical means of the language; developing full-fledged reading and writing skills and improving coherent utterance.

The manual is addressed to teachers-speech therapists in general educational institutions of any type, teachers, methodologists, students of defectological faculties and faculties primary education pedagogical universities.

UDC 372.8(072) LBC 74.3

Introduction

According to the latest research in the field of teaching the Russian language (academician of the Russian Academy of Education T.G. Ramzaeva and others), language education and speech development of students are one of the central problems modern school, in particular at the initial stage, learning. Modern didactics concretizes the concept of "developing teaching of the native language" as the formation of communicative-speech and communicative-activity skills and abilities of students, ensuring that children master not only educational knowledge, skills and abilities in the field of theory and practice of the native language, but also general educational ones, as well as one of the conditions for their social adaptation and cultural inclusion in modern society.

At the same time, methodologists, teachers and leaders of education note with concern that the progress of students in their native language is sharply declining, and the second generation of illiterate children is growing. This is due to a number of factors. First of all, the public distortion of the Russian language in the media, especially on television. In addition, the mental, somatic and speech status of children entering school has changed, the flow of students with mild hearing, vision, and insufficient development has increased. cognitive activity, higher mental functions. They have shortcomings speech development primary or secondary genesis, which, in turn, causes difficulties in mastering the program of the school of I and II levels.

In this regard, the role and place of the speech therapist in educational institutions. The speech therapist is increasingly acting as an expert on the causes of academic failure, primarily in the native language, but also in other subjects.

In all cases of correction of speech defects, the speech therapist actually works with the linguistic structure of the defect, which should be reflected in speech therapy conclusions.

phonetic defect- lack of speech, in which pronunciation defects constitute an isolated violation. The speech therapy conclusion should reflect the nature of the sound distortion (for example: p - velar, uvular; c - interdental, lateral; w-f- lower, labial, etc.). In this case, the corrective effect is limited to the production and automation of sounds.

Phonetic-phonemic underdevelopment (FFN). This means that there is an underdevelopment of the entire sound side of the child's speech: pronunciation defects, difficulties in distinguishing (differentiating) oppositional sounds, varying degrees of insufficiently developed skills for analyzing and synthesizing the sound composition of a word.

General underdevelopment of speech (OHP). The linguistic structure of this defect indicates that the child's entire system of language means is not sufficiently formed: pronunciation defects, difficulties in distinguishing oppositional sounds, quantitative and qualitative inferiority of the vocabulary, insufficient formation grammatical structure speech, the expression of which may be different. This level of linguistic underdevelopment can be observed in various forms of speech pathology (alalia, dysarthria, rhinolalia).

In these cases, the speech therapy conclusion should include both the structure of the defect and the form of speech pathology:

ONR (III level)

Defects in the pronunciation of sounds FFN, ONR (III level)

The given speech therapy conclusions characterize the level of formation of oral speech.

Since deficiencies in reading and writing are secondary manifestations of a certain level of insufficient formation of oral speech, speech therapy conclusions reflect the causal relationship between the primary and secondary defects, namely:

Reading and writing deficiencies due to OHP;

Deficiencies in reading and writing due to FFN;

Reading and writing deficiencies due to phonemic underdevelopment. In cases of dysarthria, rhinolalia, alalia, speech therapy conclusions about the shortcomings of reading and writing in FFN and ONR are also supplemented by data on the form of speech pathology.

Since the formation of speech function is closely related to the formation of other higher mental functions, children with primary speech pathology have a number of peculiar psychological characteristics. One of the most characteristic is the instability of voluntary activity. For different children it

manifests itself in its own way, in a variety of forms, and covers a fairly wide range of phenomena. In some children, the instability of activity has a fairly wide range of pronounced manifestations, which negatively affects the formation of a full-fledged learning activities, when performing a wide variety of forms and types of educational work, especially when perceiving educational tasks, instructions. As a rule, such children do not make sufficient efforts to comprehend the task offered to them. This sometimes gives rise to their confusion and indecision already at the very initial stages of work, and they begin to turn to the teacher and comrades for help. Some students are extremely slow to orient themselves in tasks related, for example, to the construction of elementary geometric figures, they experience certain difficulties when performing tasks related to switching attention.

A consequence of the low ability to switch attention can be considered the difficulties that some children have in understanding the questions of a speech therapist, asked in an unusual form for them, for example: “What number is 3 times more than 20?”; “What number contains 3 times 20?”; "What is the product of 3x20?". Different presentation of the same content causes some of them bewilderment, long pauses, confusion.

So, what is most typical for children with ONR? They cannot get involved in work for a long time, switch with difficulty, show reduced self-control and show some disorganization. At the same time, we must not forget that speech occupies a central place in the process of mental development child. Speech is multifunctional. As a means of communication, it performs communicative and intellectual functions.

The fundamental goal of this manual is the implementation of the relationship of language education, mental and speech development of students in the conditions of specially organized developing cognitive activity. This relationship is the main methodological principle of corrective education of children with primary speech pathology, which determines the content and structure of the manual, the nature of tasks, types of exercises and the entire methodological apparatus as a whole. One of the specific manifestations of the principle of the relationship between language education and speech development of children is the communicative orientation of education, which is due to the goal of correcting gaps in their speech development.

This approach significantly changes the methodology of remedial education, and, consequently, imposes new requirements on the manual. The very concept of “correction of speech underdevelopment” is also being clarified: it is not limited to filling gaps in the formation of language means (pronunciation, distinguishing sounds, vocabulary, grammatical structure), but also includes mastering full-fledged speech activity, because only in speech does the language system “live”.

At the same time, special attention is paid to the formation, on the one hand, of the skills and abilities of everyday communication (orientation in a communication situation, isolating a communicative task, learning environment of communication), on the other hand, the ability to listen to informational speech, read an educational book, clearly formulate and implement educational statements.

The system of exercises of the manual is aimed at mastering children with different types of speech activity and ensuring that filling in the gaps in the development of language means becomes for them both a process that purposefully develops their speech activity and a prerequisite for the formation of full-fledged speech activity.

The methodological concept of the manual is based on the activity approach to learning, which has been established in didactics and psychology, and the theory of developmental learning. The authors of the manual seek to program the cognitive activity of students, to manage it. To this end, the manual includes:

System learning objectives;

Information of an operational nature (about the methods of activity);

Material for monitoring linguistic phenomena;

Special tasks that develop linguistic vigilance, interest in the language;

A variety of exercises that gradually form skills, taking into account their structure.

The manual provides for the mastery by students of both special (language, speech) and general educational skills, which are not formed in isolation from each other, but in a single line of development of students' cognitive activity, which is organized in such a way that the assimilation of elements of the theory is directly related to their application in speech. practice, i.e. formation and improvement of different types of speech activity:

Speaking - listening;

Reading - writing (inseparable pairs);

Productive - unproductive (receptive) types of speech activity;

Types of communication: everyday, everyday educational (in the classroom, in the classroom, at exams, etc.);

Development of the components of the communication system in the process of communication: WHO? (addresser) - TO WHOM? (address-oriented speech) - WHAT? (logical and emotional information) - WHY? (communicative task, communicative intention, ways of expression) - WHERE? (training environment, familiar - unfamiliar) - WHEN? (communication time).

In addition, in speech therapy classes, the ability to read a textbook should be developed, as well as to answer in classes, lessons and exams, i.e. formed a complete speech statement.

The principle of selecting material for the manual can be defined as frequency-speech: the main material of the Russian language training program from the field of phonetics was selected (sound - letter, vowel - consonant, voiced - deaf, soft - hard, stress, etc.), vocabulary (related words, antonyms, synonyms, polysemy of a word), morphemics (word formation, inflection), grammar (connection of words in phrases and sentences, sentences: simple, common, complex), which is used by children 6-10 years old in the process of verbal communication in oral and written form.

Along with linguistic information, the manual includes elementary information from the field of speech science: text, topic and main idea of the text, heading, text structure, types of speech (proof, reasoning, etc.).

The manual also provides for the use of the method of practical perspective familiarization with the elements of the theory of language on a speech basis: for example, children get acquainted with the features of compound and complex sentences in the process of using their sentences in the structure of the text, i.e. in the process of verbal communication. The need to know the exact lexical meaning a word or its synonym arises, in particular, in preparation for presentation and composition, as well as in the process of analyzing mistakes made in independent works.

In order to form a culture of oral speech, work is carried out on the norms throughout all stages of remedial education. literary language orthoepic, grammatical, including intonation), as well as the rules of word usage.

Thus, the manual reflects actual problems methods of propaedeutic preparation (formation of prerequisites) for the full assimilation of program material, which are solved in the context of filling gaps in the child's speech development.

In this regard, we consider it necessary to recall the main aspects of teaching the native language. At present, the main structural components of language education as a process of educational and cognitive activity of the child have been identified:

1) language system - a set of knowledge in the form of concepts, information, rules presented in educational and school programs, as well as language skills formed on the basis of knowledge: phonetic, word-formation, grammatical (morphological, syntactic), lexical and stylistic;

2) the student's speech activity as a realization of the language, which includes the processes of reading, writing, listening, speaking. This component includes practical speech knowledge and speech skills of varying degrees of complexity formed on their basis, in particular the ability to perceive and create a text (at a reproductive and productive level), as well as correct, conscious, expressive reading skills, orthoepic skills and skills related to compliance with norms of the literary language;

3) speech works (microtexts), which are used in the process of mastering the language and speech as didactic material and are texts - samples of a certain type and style of speech;

4) methods of activity that ensure the assimilation of the language system and the formation of language, speech, spelling, general cognitive skills and, in general, the development of the student as a person;

5) culture of speech behavior (culture of communication).

Thus, modern technologies Corrective education of children with pathology of speech of the primary genesis should be implemented in conjunction with the formation of the basic prerequisites for the child's mental activity and modern approaches to teaching the native language.

The manual is a system of speech therapy work to fill in the gaps in the development of speech activity (oral and written) of children with primary speech pathology, as well as the psychological prerequisites for the active implementation of speech-thinking and educational activities.

The manual has 5 sections.

The 1st section presents a large number of various tasks aimed at filling the gaps in the development of psychological prerequisites for the full mastery of reading and writing.

The main goal of the 2nd section (I stage of correctional work) is the normalization of the sound side of speech.

The main goal of the 3rd section (stage II of correctional work) is to fill in the gaps and further improve the lexical and grammatical means of the language (clarification and expansion of the children's vocabulary; free, active and adequate use of it for oral communication; development and improvement of the grammatical structure of their speech) .

The exercises presented in the 4th section are aimed at developing reading and writing skills and can be used at different stages of remedial education.

The purpose of the 5th section is the formation of the skills of oral coherent utterance (oral discourse) and, on their basis, the prerequisites for the development of skills and abilities in compiling detailed written texts (written speech activity).

The material of the manual is divided into three levels of complexity both in terms of content and approaches to its implementation. Depending on the severity of the speech defect and the age of the children in the group, a speech therapist, at his discretion, can use material from both one level and different ones. If necessary (for example, to consolidate the material more firmly), the speech therapist may offer additional tasks to children.

Depending on the level of children's mastery of the reading technique, the tasks for the exercises are read either by the children, or by a speech therapist, or the exercise is performed by ear. At the same time, special importance is attached to such forms of work and special correctional tasks that, while filling in the gaps in the development of all means of the language, simultaneously contribute to the formation of communicative skills and abilities: team work; pair work; mutual verification with a discussion of the correctness of the assignment; addressing a friend with a question or some task, etc.

Legend 1

vowel

consonant

voiced consonant

soft consonant

offer

missing sounds (letters)

card for individual work

writing on a board or poster

words, sentences for reference

1 When completing the task, the children designate the sounds in the word scheme with the colors indicated in the squares.

Section 1

FILLING IN THE GAPS IN THE DEVELOPMENT OF PSYCHOLOGICAL PREREQUISITES FOR COMPLETE MASTERING OF READING AND WRITING

Since writing is a complex form of speech activity - a multi-level process in which various analyzers take part: speech-auditory, speech-motor, visual, motor (motor), then by the time of schooling the child should have formed (as necessary prerequisites for learning) speech and non-speech functions, namely: speech - auditory differentiation of sounds, their correct pronunciation, language analysis and synthesis; formation of lexical and grammatical means of the language; non-speech, among which visual analysis and synthesis, spatial representations, as well as digital praxis, and successive processes are of particular importance. It has been established that in children with OHP the following features are recorded as secondary:

Unsteady attention;

Insufficient observation of linguistic phenomena;

Insufficient development of the ability to switch;

Insufficient ability to memorize (mainly linguistic material);

Insufficient formation of verbal-logical thinking;

Reduced cognitive activity in the field of linguistic phenomena;

Inability to show strong-willed efforts to overcome the difficulties of educational work. Insufficient formation of these features allows

All this testifies to the insufficient formation of psychological prerequisites for full-fledged educational activity. And this, in turn, necessitates a special period of formation and improvement in such children of the basic psychological (non-speech) prerequisites for the development of full-fledged reading and writing skills.

To this end, at the initial stage (10-20 lessons, depending on the severity of the defect), specific tasks are used to develop memory, attention, spatial representations, and fine motor skills. The number of presented exercises, depending on the level of development of non-speech processes, can be increased.

Exercises

First level

1 . Connect the dots in different directions (top - down, bottom - up, left - right, right - left). Tell me how you do it.

2 . Think about what part of the figure you need to finish. Draw figurines. Tell me what you're doing.

3 . Circle the ornament without taking your hands off. Tell me what you're doing.

What do you see on the top right? (Trolleybus, car.)

In which direction are they heading? (To the left.)

Where are the traffic lights in the picture? (Right and left.)

Where are mother and daughter going? (Right.)

Where did the artist draw a man with a briefcase? (Bottom right.)

7 . Consider the drawings. Answer the questions using the words: left, right, under, -.hell, between, before.

Name the letters that are repeated more often than others. Write down the letters that are not repeated. Name the written letters.

13 . Look carefully and say what letters are written in the first line. Vowels and consonants, printed.) What - in the second line? (Vowels and consonants, written, capital.)

Name the letters of the first line and write them in alphabetical order.

14 . Consider the letters carefully:

LBDAMZHCHNASTUFHTSCHSHSHCHEYUYAN

Imagine it's an alphabet. Is it correct? Why is it wrong? Can you tell me which letters are missing?

Which ones are repeated and which ones are not repeated?

What letters need to be changed? Write these letters alphabetically

a) Look closely at the square.

What is in the square? What letters are in the square? Name the letter in the upper right corner; in the lower left corner; in the middle of the square; in the upper left corner; in the lower right corner.

What is written on it? What letters are written at the top? Where are the rest of the letters?

What are the letters of the upper rad called? bottom row?

What letters are located under the letters T, K, H; above the letters and, oh, uh; behind the letters P, S, u, s; before the letters S, L, a, e; between the letters T, C, uh, uh?

a) Look at the pictures. Name the figures and objects depicted.

Continue the series of drawings and explain why you did it the way you did.

b) Look at the signs and say what they show:

Name vowels, consonants; read the syllables.

Continue with vowels, consonants and syllables and explain why you did it the way you did.

Where is the plate with vowels located; consonants; syllables? Answer using the words: right, left, middle.

17. Look carefully at the tablets and say what is shown on them.

Say what is wrong on each plate and explain why. 18. Look at the picture.

Vowels and consonants are "hidden" in balloons: look carefully and say which letters are more. How did you guess?

a) Look at the picture.

What letters are shown in the picture? How many vowels, how many consonants?

Take one minute to examine each rectangle separately. Which letters are more in the first rectangle, and which ones are more in the second?

20. Read clearly:

What did you read? Read the words in alphabetical order. Prove that you have placed the words correctly.

21 . Read clearly:

What did you read? Read the words in pairs and say which one comes first in the dictionary. Justify your answer.

22. Within 5 minutes, pick up one word for any 15 letters of the alphabet. (Mutual check with a discussion of the correctness of the assignment.)

23. Read clearly:

What did you read? Look carefully and say which letters of the alphabet are not in these sentences?

Second level

1 . Connect the dots according to the pattern. Name the shapes that you get.

Tell me: what letters do the elements of the ornament look like?

3. Shade the figures as in the picture. Make no mistake! Pay attention!

Tell me: what letters does the shading look like?

4. Consider the drawings. Name the items shown.

Shade the objects in the drawings in different ways: with horizontal lines; vertical; tilted to the right; tilted to the left. Tell us how you completed the task: which figures did you shade the same way; which - horizontal lines; which ones are tilted to the right?

5 . Consider the drawing. Name the geometric shapes.

Tell where the geometric figures are located in relation to the oval, using the words: above, below; on right; left.

6. Look at the picture.

In what large geometric shapes are small ones located? Tell me where each small one is located in the big figure.

7 . Draw over a triangle - a square, a circle; to the left of the rectangle is a triangle; right - circle; between a circle and a triangle is a square.

Tell us what tasks you did.

8 . The child is presented with contour drawings different kind: 5-6 stars; 5-6 leaves (from trees); 5-6 houses; 5-6 butterflies.

In each row of drawings - 2-3 identical.

Consider the drawings. Name the things they show. Find the same items in each picture and explain your choice.

Shade: 2 stars - horizontal lines (from left to right); 2 leaves - vertical (from bottom to top); 2 houses - shading with an inclination to the right; 2 butterflies - hatching with a tilt to the left.

Tell me what task you did.

9. Look at the picture and name the objects and figures depicted. What geometric figure are they located in?

What figures are more? Smaller?

Which corner has more? Smaller?

Where are the items more? (Right, left, bottom, top, top right corner etc.) Where is less?

10. Look at the picture. What items are shown in the picture?

How many fungi are in the picture; leaflets; stars? Think and connect objects with circles (according to the number of these objects). Tell me what you did

11 . Look at the pictures on the left and right. Say how they are similar and how they differ.

Name the geometric shapes in the figure on the left. How many circles are in this picture? , triangles, squares? Find identical figures and connect them; explain why you put them together like that. (They are the same.)

Name the geometric shapes in the figure on the right. Say how many circles are in this picture. Find identical circles. Connect them and explain how they are similar.

12 . The speech therapist presents the child with subject pictures: 2-3 objects similar to the letter L (compass, hut, roof of the house ...); 2-3 objects similar to the letter D (house, perch for a bird in a cage ...); 2-3 objects similar to the letter O (magnifier, hollow, wheel ...); 2-3 items similar to the letter F (sugar bowl with handles, head of Cheburashka, sieve with handles ...); 2-3 items similar to the letter 3 (snake, violin, ram's head with horns in the shape of the letter 3...).

Look at the pictures and say what they show. Look again carefully at the drawings and say which letters are "hidden" in the depicted objects.

a) Look carefully at the pairs of letters, name them and say how they differ in spelling:

P-b; b-b; I-Sh; I - P.

b) Look closely at the letters.

P, B, D, O, K, W, Y, I, X 3, S.

Choose from the given letters those that you can turn into others. Tell me how you do it

14 . Think how many letters are hidden in each sign (symbol):

Name them and write them down.

15. Look carefully and say what is shown:

Are all letters spelled correctly? Name and write down only those that are written correctly. Tell me why you chose them.

a) Look at the picture carefully. Which geometric figure contains letters? What letters are written? (Vowels and consonants; capitals and small; printed and written.)

In what geometric shapes are letters written? How do the letters in the circle on the left differ from the letters in the circle on the right? What letters should be added to the 1st circle, then - to the 2nd, to get the alphabet? Name the whole alphabet.

17. The speech therapist shows the child a drawing of a rectangle.

Write the letters: A - in the lower right corner; O - in the upper right corner;

Y - in the upper left corner; H - in the middle of the figure; S - in the lower left corner.

What letters did you write? (What are they called?) Repeat where the letters A, U, S, O, H are located. geometric figure did you write letters?

18. A rectangle is presented, divided into four parts (along the vertical and horizontal axes).

Write in the rectangle: 5 vowels - top left; 5 consonants - bottom right; 3 syllables - top right; 2 words - bottom left. Tell me, where did you write the letters, syllables and words? Count how many rectangles are in one picture.

a) Read:

What did you read? How many syllables have you read? Where and how are they located? ( In a rectangle: top, bottom, right, left, under, over.)

Republican Institute

Instructive-methodical letter

About the work of a speech therapist

general education school.

(The main directions of the formation of prerequisites for the productive assimilation of the program of teaching the native language in children with speech pathology)

Moscow

Cogito Center

This instructive-methodical letter is addressed to speech therapists working at general education educational institutions. It presents a description of the violations of oral and written speech of schoolchildren studying in general educational institutions; techniques for detecting speech disorders and the most important provisions of differential diagnosis; the main contingent of speech therapy centers (it consists of students whose speech disorders prevent successful learning under the program of general educational institutions - phonetic-phonemic, general underdevelopment of speech); the principles of acquisition of speech therapy centers, groups of students for frontal education are determined.

Presented in this letter guidelines on the organization, planning and content of speech therapy classes with the main contingent of students, reflect the basic directions of correctional education for students suffering from various disorders of oral and written speech.

Issue editor: Belopolsky V.I.

© Yastrebova A.V., Bessonova T.P., 1996

© Cogito-Center, 1996

computer layout and design

Edition made to order

Ministry of Education of the Russian Federation

Table 1

SPEECH THERAPY

AT THE COMPREHENSIVE SCHOOL No.

speech card

1. Last name, first name, age

2. School class

3. Home address

4. Date of enrollment at the speech therapy center

5. Progress (at the time of the survey)

6. Complaints from teachers and parents According to the teacher: in the lesson he is not very active, he is embarrassed to speak. According to the mother: she speaks indistinctly, distorts words, does not remember verses ..

7. Conclusion of a psychiatrist (filled in as needed): from a medical record indicating the date of the examination and the name of the doctor.

8. Hearing condition: checked if necessary

9. Data on the course of speech development : According to "mother: words appeared by 2 - 2.5 years, phrases - by 4 - 5 years. Speech is incomprehensible to others.

10. The state of the articulatory apparatus (structure, mobility)

Structure - N

Mobility - has difficulty maintaining a given posture and has difficulty switching from one articulatory position to another

11. general characteristics speech (recording of a conversation, independent connected statements)

In a conversation about the family, the child’s answers may be as follows: “Vanya” “Mom’s name is Zoya” “I don’t know” (patronymic) “Dad’s name is Petya” “I don’t know” (patronymic name) “Sister’s name is Luda” “At work” (about mom) “Cashier” (to the question - who does he work for?) “I don’t know" (About dad)

a) Vocabulary (quantitative and qualitative characteristics). Quantitative characteristic: the total volume of the dictionary. Qualitative characteristic: errors in the use of words (replacement in meaning and acoustic similarity). Give examples

The dictionary is limited by the realities of everyday topics: an insufficient number of generalized words and words related to adjectives, verbs, etc. Qualitative characteristics: (answers to the tasks presented): lampshade (lamp), hose (water), decanter (bottle), driver (instead of a driver), watchmaker, crane operator, (does not know), postal worker (postman), glazier (glazier), car (instead of transport), shoes (instead of shoes), etc.; brave - weak, lies - does not lie, crow - gate, etc.

b) Grammatical structure: types of sentences used, the presence of agrammatisms. Give examples

Sound? -"P",

2nd sound? - "BUT"

3rd sound? - "BUT".

What's the last sound? - "BUT".

13. Writing: the presence and nature of specific errors (mixing and replacing consonants, agrammatisms, etc.) in the written work of students - dictations, presentations, essays performed by them during the initial examination and in the process of remedial education.

(Written work is attached to the speech card).

Options: 1) reproduces individual printed letters: A, P, M, 2) prints individual words like: MAC, MAMA

14. Reading

a) the level of mastering the technique of reading (letter by letter, by syllable, by words)

Options: 1) knows individual letters: A, P, M, T, 2) knows all letters, but does not read, 3) reads syllables and monosyllabic words, 4) reads syllables, slowly, monotonously, skips vowels, underreads words, distorts the syllabic structure of the word, confuses some letters.

b) reading errors

Options: 1) NVONR 2) ONR II-III ur. (these conclusions reflect the level of formation of the oral form of speech)

19. Results of speech correction (marked on the map by the time students leave the speech therapy center)

Since reading and writing disorders are secondary manifestations of the level of unformed oral speech, speech therapy conclusions should reflect the causal relationship between the primary and secondary defects, namely:

*reading and writing disorders due to OHP;

*reading and writing disorders due to FFN:

*reading and writing disorders due to phonemic underdevelopment.

In cases of complex speech defects (dysarthria, rhinolalia, alalia), speech therapy conclusions about reading and writing disorders in FFN and ONR are supplemented by data on the form of speech pathology (see above).

Mandatory confirmation of the correctness of the speech therapy conclusion in cases of impaired reading and writing are written works and the results of a reading examination.

ORAL AND WRITTEN SPEECH

The main task of a speech therapist in a general education school is to prevent poor progress due to various disorders of oral speech. That is why the speech therapist should focus on first-grade students (children 6-7 years of age) with phonetic-phonemic and general underdevelopment of speech. The sooner correctional and developmental training is started, the higher its result will be.

A common problem in the correctional and developmental education of first graders is their timely and purposeful preparation for literacy. In this regard, the main task of the initial stage of correctional and developmental education is the normalization of the sound side of speech. This means that both for a group of children with phonetic-phonemic, phonemic underdevelopment, and for a group of children with a general underdevelopment of speech, it is necessary:

* to form full-fledged phonemic processes;

* to form ideas about the sound-letter composition of the word;

* to form the skills of analysis and synthesis of the sound-syllabic composition of the word;

*correct pronunciation defects (if any).

These tasks constitute the main content of correctional education for children with phonetic-phonemic and phonemic underdevelopment. As for children with general underdevelopment of speech, this content is only the first stage of correctional and developmental education: Thus, the general content and sequence of correctional and developmental education of children with FSP and the first stage of correctional work of children with OHP can be approximately the same. At the same time, the number of lessons on each topic is determined by the composition of a particular group. The fundamental difference in the planning of speech therapy classes will be the selection of speech material that corresponds to the general development of the child and the structure of the defect.

Based on the materials of the examination of students, it is advisable to draw up a long-term work plan for each group of children with impaired oral and written speech, which notes: the composition of students and a brief description of manifestations of a speech defect; the main content and sequence of work; Estimated time frame for each stage. It can be presented either as a diagram or a description of the areas of work and its sequence at each stage.

Here is a plan-scheme of speech therapy classes with students suffering from general underdevelopment of speech. In this scheme (Table 2) - phased planning of remedial education for children with OHP.

table 2

SCHEME-PLAN FOR CORRECTIONAL EDUCATION OF CHILDREN WITH OHP

Stages of corrective work	The content of the work to overcome the deviation of speech development in children	Grammar terms used in class	The content of the correctional educational work
STAGE I Filling gaps in the development of the sound side of speech	Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and skills in the analysis and synthesis of the syllable-sound composition of a word Correction of pronunciation defects.	Sounds and letters, vowels and consonants; syllable; hard and soft consonants; separating b; b, voiced and voiceless consonants; stress; double consonants
STAGE 11 Filling in the gaps in the development of the lexical and grammatical means of the language	1. Clarification of the meanings of the words available to children and further enrichment of the vocabulary, both by accumulating new words related to various parts of speech, and by developing in children the ability to actively use various methods of word formation 2. Clarification, development and improvement of the grammatical formation of speech by mastering children with phrases, the connection of words in a sentence, models of sentences of various syntactic constructions. Improving the ability to build and rebuild sentences adequately to the plan.	Composition of the word: root of the word, cognate words, endings, prefix., suffix; prefixes and prepositions; Difficult words; gender of nouns and adjectives, number, case Number, tense of verbs, unstressed vowels	Formation of skills for organizing educational work, Development of observation of linguistic phenomena, development of auditory attention and memory, self-control, control actions, ability to switch.
STAGE III Filling in the gaps in the formation of coherent speech	Development of skills for constructing a coherent statement: a) establishing a logical sequence, coherence; b) selection of language means for constructing an utterance for various purposes of communication (proof, evaluation, etc.)	Sentences are narrative, interrogative, exclamatory; connection of words in a sentence; offers from homogeneous members, compound and complex sentences; text, theme, main idea	Formation of skills of organization of educational work. The development of observation to linguistic phenomena, the development of auditory attention and memory, self-control of control actions, the ability to switch.

Let's consider each stage in more detail. As already noted, the main content of stage I is to fill in the gaps in the development of the sound side of speech (both in children with FFN and in children with ONR). Therefore, the methodological letter does not separately plan speech therapy work with a group of children who have FFN).

Stage I of correctional and developmental education for children with OHP lasts from September 15-18 to March 13, which is approximately 50-60 lessons. The number of classes for children with severe OHP can be increased by approximately 15-20 lessons.

Of the total number of lessons at this stage, the first 10-15 lessons are highlighted, the main tasks of which are the development of phonemic representations: staging and fixing the set sounds; the formation of full-fledged psychological prerequisites (attention, memory, the ability to switch from one type of activity to another, the ability to listen and hear a speech therapist, the pace of work, etc.) to a full-fledged educational activity. These classes may have the following structure:

*15 minutes- the frontal part of the classes, aimed at the formation of phonemic hearing of children, the development of attention to the sound side of speech (the work is based on correctly pronounced sounds) and to fill in the gaps in the formation of psychological prerequisites for full-fledged learning,

*5 minutes- preparation of the articulatory apparatus (a set of exercises is determined by the specific composition of the group);

*20 minutes- clarification and staging (calling) of incorrectly pronounced sounds individually and in subgroups (2-3 people), depending on the stage of work on the sound.

With first-graders studying according to the program 1-4, you can work on a similar structure for the first 20 lessons, adjusted for the mode of operation of these classes (35 minutes).

At the subsequent lessons of the first stage, automation of the set sounds is carried out in the process of frontal lessons.

The structure of the classes is determined by the composition of the group: with a small number of children in the group with pronunciation defects or in the absence of pronunciation defects in children, most of the time is devoted to frontal work.

The need for such an approach is due to the basic principle of correctional and developmental education of children with OHP, namely: simultaneous work on all components of the speech system. In connection with this method of oral advancing, elements of work on the formation of lexical and grammatical means of the language and coherent speech are selectively included in the classes of the first stage.

The frontal part of the next 40-45 lessons consists of work on:

* the development of phonemic processes;

* the formation of skills in the analysis and synthesis of the sound-syllabic composition of the word, using the letters studied by this time in the class and the worked-out words-terms;

* the formation of readiness for the perception of certain orthograms, the spelling of which is based on full-fledged ideas about the sound composition of the word;

* fixing sound-letter connections;

* Automation of delivered sounds.

Speech and suggestion.

sentence and word.

Sounds of speech.

Vowel sounds (and letters passed in the class).

Dividing words into syllables.

stress.

Consonant sounds (and letters passed in the class).

Hard and soft consonants.

voiced and voiceless consonants.

Sounds of Pi P ’. Letter P.

B and B sounds ". Letter B.

Differentiation B-P. (B "-P '')

Sounds T and T. Letter T.

Sounds D and D". Letter D.

Differentiation T-D.(T "-D ').

Sounds To and TO". Letter K.

Sounds G and G'. Letter G.

Differentiation K-G. (K "-G 1).

Sounds C and C '. Letter C.

Sounds 3 and 3". Letter 3.

Differentiation C-3. (S "-Z ').

Sound W and the letter Sh.

Sound F and the letter Z.

Differentiation Sh-Zh.

Differentiation S-Zh.

Differentiation Zh-3.

Sounds R and R ' . Letter R.

Sounds L and L. Letter L.

Differentiation R-L. (L "-R ').

Sound H and the letter C.

Differentiation Ch-T

Shchi sound letter Sh.

Differentiation Shch-S.

Differentiation Shch-Ch.

The sound C and the letter C.

C-S differentiation.

C-T differentiation.

C-Ch differentiation.

This variant of the sequence of studying topics at the 1st stage of correctional and developmental education of schoolchildren with FSP and OHP is exemplary and is determined by the specific composition of the group, i.e. depends on the level of formation of the sound side of speech in children. For example, with a slight violation of the differentiation of voiced and deaf consonants or the absence of a violation of the distinction between these sounds, for the purposes of propaedeutics, only 5-6 lessons can be carried out simultaneously with all the sounds of this group.

As the violations of sound pronunciation are eliminated, frontal work takes more and more time. At the same time, work is carried out with a strictly mandatory individual approach to each student, taking into account his psychophysical characteristics, the severity of the speech defect, the degree of development of each sound. Individualization of remedial education must necessarily be reflected in the planning of each lesson.

At the end of stage I of correctional and developmental education, a check should be made of the students' assimilation of the content of this stage.

By this time, students should have:

* the focus of attention on the sound side of speech has been formed;

*Filled the main gaps in the formation of phonemic processes;

* the initial ideas about the sound-alphabetic, syllabic composition of the word have been clarified, taking into account program requirements;

*set and differentiated all sounds;

* clarified and activated existing in children vocabulary and refined designs simple sentence(with little distribution);

* the words-terms necessary at this stage of training are entered into the active dictionary: - sound, syllable, fusion, word, vowels, consonants, hard-soft consonants, voiced-voiced consonants, sentence, etc.

Thus, streamlining ideas about the sound side of speech and mastering the skills of analyzing and synthesizing the sound-letter composition of a word create the necessary prerequisites for the formation and consolidation of the skill of correct writing and reading, the development of language instinct, and the prevention of general and functional illiteracy.

This is the end of the work with children with FFN. Despite the commonality of tasks and techniques for correcting the sound side of speech in children with FSP and ONR, speech therapy work with children with ONR requires the use of additional specific techniques. This is due to the fact that at the first stage in the process of solving the general problem of ordering the sound side of speech, the prerequisites for the normalization of the lexical and grammatical means of the language and the formation of coherent speech begin to be laid.

In order to prepare children for the assimilation of the morphological composition of the word, which will be the main task of stage II, it is advisable to carry out exercises on automation and differentiation of the set sounds in a specific form.

For example, in the process of differentiating sounds Ch-Sch The speech therapist invites the children to listen carefully to the words: puppy, brush, box, to determine whether the sound is the same in all words. Further, on the instructions of the speech therapist, the children change the words so that they denote a small object. (puppy, brush, box), and determine what has changed in the sound composition of the word, the location of the sounds Ch-Sch . The same work can be done when differentiating other sounds. (With-W - sun-sun), as well as in the process of studying individual sounds. At the same time, the method of comparing words by sound composition remains pivotal in all tasks. (What new sounds appeared in the newly selected words? Compare the two words. What sounds do they differ in? Determine the place given sound: where is it located? after what sound? before what sound? between what sounds? As an example, here are some methods of suffix word formation (diminutive-petitive and augmentative suffixes) that can be effectively used at stage I of the correctional and developmental education of children with OHP:

F- boot-boot, book-book, horn-horn, W - hut-hut, house-house , H- glass-glass, rope, piece. When distinguishing sounds Ch-Sch, S-Sch you can invite children to change the words so that they have an augmentative meaning: Ch-Sch - hand-hands, wolf she-wolf; S-Sch- nose-nose, mustache-mustache.

By implementing a differentiated approach, individual students can be offered more complex tasks. For example, compare the sound composition of words in a form that requires them to agree on words in gender, number or case. This work takes place in the following sequence: at first, when differentiating sounds C-3 the speech therapist suggests naming pictures for the sound being studied and determining its place in the word (stem, currant, cloth, leaves); name the color of the presented pictures (green). Determine the location of the sound 3 "; then the children are invited to compose phrases, clearly pronouncing the endings of adjectives and nouns (green stem, green currant, green cloth, green leaves); such a task ends with a mandatory analysis of words in phrases, highlighting differentiable sounds and giving them a complete articulatory and acoustic characteristics and determining their place in each analyzed word.

The peculiarity of such classes of the first stage lies in the fact that the implementation of the main goal is carried out in a variety of forms, which contributes to the activation of the child's mental and speech activity. In work organized in this way, the foundations are laid for a more successful implementation of both the second and third stages, as children learn to compose phrases and use elements of coherent speech.

Despite the fact that the normalization of coherent speech in children with ONR is given a separate Stage III, the foundations for its formation are laid at the first stage. Here, this work is of a purely specific nature. It differs sharply from traditional forms of connected speech development.

Since the global task of corrective education of children with OHP is to create the prerequisites for successful learning activities in the classroom, then in addition to normalizing the phonetic-phonemic and lexical-grammatical means of the language, it is necessary to teach them in every possible way to use the means of the language in the conditions of educational work, i.e. be able to coherently, consistently state the essence of the completed task, answer questions in strict accordance with the instruction or task in the course of educational work, using the acquired terminology; make a detailed coherent statement about the sequence of performing educational work, etc.

For example, when performing a task for a speech therapist to differentiate any sounds, in the process of analyzing the sound composition of a word, the student should answer something like this:

* 1st answer (the easiest): "There are three sounds in the word "noise", one syllable. The first sound is Sh, consonant, hissing, hard, deaf. The second sound is U, a vowel. The third sound M- consonant, firm, voiced.

* Option 2 (more difficult) when comparing two words: "In the word" bite "the third sound" C ", consonant, whistling, hard, deaf; in the word" eat " - the third sound "Sh", consonant, hissing, hard, deaf. The rest of the sounds in these words are the same.

Only such work (as opposed to working with a picture or a series of pictures) will prepare children with OHP for free educational expression in the classroom and, by developing the skills of adequate use of language means, will prevent the occurrence of functional illiteracy, and in general will contribute to a more complete development of the child's personality.

IV. TEACHER SPEECH THERAPIST

Teachers-speech therapists are appointed persons who have a higher education in defectology or who have graduated from special faculties in the specialty "speech therapy".

The speech therapist teacher is responsible for the timely early detection of children with primary speech pathology, correct new acquisition of_groups, taking into account the structure of speech defect, _ as well as for the organization correctional and developmental education. In his work, the speech therapist teacher pays special attention to the propaedeutics of a secondary defect in children (reading and writing disorders), which prevents poor progress in their native language.

The salary rate of a speech therapist is set at 20 astronomically x cha owls peda gogic work per week, of which 18 hours are devoted to working with children in groups and individually. 2 hours are used for consulting work. First of all, during consultation hours, the speech therapist teacher has the opportunity to accurately establish the speech therapy conclusion and more carefully examine the speech of children; give recommendations to students and their parents on the correction of a phonetic defect; consult with parents, teachers to determine the severity of the speech defect; draw up the necessary documentation.

During the holidays, speech therapists are involved in pedagogical, methodological and organizational work, which may include the following:

* Identification of children in need of speech therapy assistance directly in preschool institutions or when enrolling children in school;

* participation in the work of the methodological association of speech therapists and speech therapists of preschool institutions;

*participation in seminars, practical conferences of the school, district, city, region, region, republic;

*preparation of didactic, visual material for classes.

A speech therapist who is the head of a speech therapy center can be paid for managing an office.

If there are several speech therapy centers of general educational institutions in a settlement, district, region, methodical associations of speech therapist teachers are created at the educational authorities, methodological rooms, institutes for advanced training of educators. Methodical associations of teachers-speech therapists are held according to the plan no more than 3-4 times in the academic year.

The head of the methodical association of teachers-speech therapists can be a full-time methodologist of the methodical office (center) of the given region; speech therapists may be involved in this work on a part-time basis, but not more than 0.5 monthly norm of working time.

In remote, small-scale general education institutions, speech therapy assistance can be provided by teachers who have specialized in speech therapy for an additional fee (see Regulations).

General educational institutions that have leveling classes (for children with mental retardation), correctional and developmental classes (for children with learning difficulties and adaptation to school) exercise the granted right to include the position of a speech therapist in the staff of this institution in accordance with regulatory documents (Collection of orders No. 21, 1988). Order No. 333.

On the consumption rates of ethyl alcohol at speech therapy stations at general educational institutions, see "Instructive letter of the Ministry of Education of the RSFSR dated January 5, 1977 No. 8-12 / 25. Collection in assistance to the principal of a special school Moscow, "Enlightenment", 1982).

LR No. 064615 dated 06/03/96

Signed for publication on 29.08.96. Format 60 x 84 /16. Headset Arial

Offset paper. Uch.-izdl. 2.80. Circulation 5000 copies. Order No. 2717

Printed at the VINITI Production and Publishing Plant

140010, Lyubertsy, Oktyabrsky avenue, 403

Republican Institute

advanced training of educators

______________________________________________________________________

A.V. Yastrebova, T.P. Bessonova

Ministry of Education of the Russian Federation

republican institute

advanced training of educators

______________________________________________________________________

A.V. Yastrebova, T.P. Bessonova

Instructive-methodical letter

about the work of a speech therapist

general education school.

(The main directions of the formation of prerequisites for the productive assimilation of the program of teaching the native language in children with speech pathology)

Moscow

Cogito Center

1996

47p.

This instructive and methodological letter is addressed to speech therapists working at general educational institutions. It presents a description of the violations of oral and written speech of schoolchildren studying in general educational institutions; techniques for detecting speech disorders and the most important provisions of differential diagnosis; the main contingent of speech therapy centers (it consists of students whose speech disorders prevent successful learning under the program of general educational institutions - phonetic-phonemic, general underdevelopment of speech); the principles of acquisition of speech therapy centers, groups of students for frontal education are determined.

The methodological recommendations presented in this letter on the organization, planning and content of speech therapy classes with the main contingent of students reflect the basic directions of correctional education for students suffering from various disorders of oral and written speech.

Issue editor:Belopolsky V.I.

computer layout and design

Edition made to order

Ministry of Education of the Russian Federation

I. CHARACTERISTICS OF STUDENTS' ORAL AND WRITTEN SPEECH DISTURBANCES

Deviations in the speech development of children studying in general educational institutions have a different structure and severity. Some of them concern only ko pronunciation sounds (mostly distorted pronunciation of phonemes); others affect the process with background formations and, as a rule, are accompanied by violations of reading and writing; the third - are expressed in underdevelopment like a sound to and semantic aspects of speech and all its components.

The presence of even mild deviations in phonemic and lexical and grammatical development among schoolchildren is a serious obstacle in mastering the curriculum of a general education school.

Students who have deviations in the formation of phonetic-phonemic and lexical-grammatical means of the language can be conditionally divided into three groups.

It is quite obvious that each of these groups cannot be uniform, but at the same time, the selection of the main feature of a speech defect, the most typical for each group, gives them a certain uniformity.

first group are schoolchildren whose deviations in speech development relate only to defects in the pronunciation of sounds without other concomitant manifestations. Typical examples of such violations are velar, uvular or single-stressed pronunciation of the sound "P", soft pronunciation of hissing at the lower position of the tongue, interdental or lateral pronunciation of whistlings, i.e. various distortions of sounds. Such speech defects, as a rule, do not adversely affect the assimilation of the program of a general education school by children.

The process of phoneme formation in such cases is not delayed. These students, acquiring school age a certain stock of more or less stable ideas about the sound composition of a word, correctly correlate sounds and letters and do not make mistakes in written works related to shortcomings in the pronunciation of sounds. Students with such pronunciation defects make up 50-60% of the total number of children with deviations in the formation of language means. There are no failing students among these students.

second group are schoolchildren who have a lack of formation of the entire sound side of speech - pronunciation, phonemic processes (phonetic-phonemic underdevelopment). Typical for the pronunciation of students in this group are the replacement and mixing of phonemes that are similar in sound or articulation (hissing-whistling; voiced-deaf; R~L\ hard-soft). Moreover, for schoolchildren of this group, substitutions and mixing may not cover all of the listed sounds. In most cases, the violation extends only to any pair of sounds, for example,S-Sh, F-3, Shch-H, Ch-T, Ch-Ts, D-Tetc. Most often unassimilated are whistling and hissing sounds, R-L, voiced and deaf. In some cases, in the absence of pronounced defects in individual sounds, insufficient clarity of their pronunciation is noted.

Pronunciation defects, expressed in the mixing and replacement of sounds (in contrast to the shortcomings, expressed in the distorted pronunciation of individual sounds), should be attributed to phonemic defects.

Schoolchildren of the group under consideration, especially students of the first two grades, have pronounced deviations not only in sound pronunciation, but also in the differentiation of sounds. These children experience difficulties (sometimes significant) in hearing close sounds, determining their acoustic (for example: voiced and deaf sounds) and articulatory (for example: whistling-hissing sounds) similarities and differences, do not take into account the semantic and distinctive meaning of these sounds in words (for example: barrel - kidney, fable - tower). All this complicates the formation of stable ideas about the sound composition of the word.

This level of underdevelopment of the sound side of speech prevents mastering the skills of analysis and synthesis of the sound composition of a word and often causes a secondary (in relation to the oral form of speech) defect, which manifests itself in specific reading and writing disorders. These students are completed in special groups: students with reading and writing disorders due to

phonetic-phonemic underdevelopment; or phonemic underdevelopment (in cases where pronunciation defects have been eliminated).

The number of students with underdevelopment of the sound side of speech (FFN and FN) is approximately 20-30% of the total number of children with unformed language means. Among these students, the number of really poor students in their native language ranges from 50 to 100%.

third group are students who, along with violations of the pronunciation of sounds, have an underdevelopment of phonemic processes and lexical and grammatical means of the language -general underdevelopment of speech. These deviations, even with a certain smoothness of manifestations, lead to the fact that children experience great difficulties in mastering reading and writing, leading to persistent failure in their native language and other subjects.

Despite the fact that this group of students in a general education school is not numerous, it requires special attention of a speech therapist, since it is very heterogeneous both in severity and in the severity of manifestations of general underdevelopment of speech. Most of the children go to public school Level III(according to the classification of R.E. Levina).

First grade students are dominated by the insufficiency of the oral form of speech, which can also be expressed in different ways. Some students by the age of 6-7 have a mildly pronounced inferiority of phonetic-phonemic and lexical-grammatical means of the language (NVONR). For other students, the insufficiency of language means is more pronounced (ONR).

The characteristics of children with OHP are presented in the diagram (Table 1). This table reflects a number of diagnostic points that are important both for predicting the effectiveness of remedial education in general and for planning its content. These are, first of all, those consequences of the abnormal development of the oral form of speech (its sound side and lexical and grammatical structure), which, inhibiting the spontaneous development of full-fledged prerequisites for the formation of a written form of speech, create serious obstacles to mastering program material in the native language and (in in some cases) mathematics.

The study of the manifestations of speech disorders in primary school students of general education schools shows that in some of them the lack of formation of language means is less pronounced (NVONR). This applies to both the sound side of speech and the semantic side.

So, the number of incorrectly pronounced sounds they do not exceed 2-5 and extends only to one or two groups of oppositional sounds. In some children who have completed preschool correctional training, the pronunciation of all these sounds may be within the normal range or may not be intelligible ("blurred").

At the same time, all children still have insufficient formation of phonemic processes, the degree of severity of which may be different.

The quantitative composition of the vocabulary of students in this group of children is wider and more diverse than that of schoolchildren with a pronounced general underdevelopment of speech. However, they also make a number of mistakes in independent statements, due to the confusion of words in meaning and acoustic similarity. (See Table 1).

The grammatical design of oral utterances is also characterized by the presence of specific errors, reflecting the insufficient assimilation of prepositional and case control, agreement, and complex syntactic constructions by children.

As regards children with OHP, all the listed deviations in the formation of language means are more roughly expressed.

The lag in the development of linguistic means (pronunciation, vocabulary, grammatical structure) cannot, of course, but have a certain influence on the formation of speech functions (or types of speech activity).

The speech of a first-grader with OHP is predominantly situational in nature and takes the form of a dialogue. It is still connected with the direct experience of children. First-graders experience certain difficulties in producing coherent statements (monologue speech), which are often accompanied by the search for the language means necessary to express thoughts. Children do not yet have the skills and abilities to coherently express their thoughts. Therefore, they are characterized by the substitution of a coherent statement with monosyllabic answers to questions or scattered uncommon sentences, as well as repeated repetitions of words and individual sentences.

Table 1

SUMMARY CHARACTERISTICS OF MANIFESTATIONS OF GENERAL UNDEVELOPMENT OF SPEECH

FOR FIRST CLASS STUDENTS (BEGINNING OF EDUCATIONAL OF THE YEAR)

Oral form of speech The sound side of speech	vocabulary	Grammar	Psychological features
Sound pronunciation	Phonemic processes
Defective pronunciation of oppositional sounds, several groups. Substitutions and displacements of often distorted sounds predominate: W-S, L-R, B-P, etc. Up to 16 sounds	Underformation (lack of formation in more severe cases) W-S, L-R, B-P, etc.	Limited to the scope of everyday subjects; qualitatively defective; unlawful expansion or narrowing of the meanings of words; errors in the use of words confusion in meaning and in acoustic similarity (bush - brush)	Underformed: a) the absence of complex syntactic constructions; b) agrammatisms in sentences of simple syntactic constructions	1. Intermittent attention 2. Insufficient observation in relation to linguistic phenomena. 3. Insufficient development of the ability to switch. 4. Weak development verbal-logical thinking 5. Insufficient ability to memorize. 6. Insufficient level of control development. Consequences: Insufficient formation of psychological prerequisites for mastering full-fledged skills of educational activityDifficulties in the formation of learning skills: * planning for future work determination of ways and means to achieve the educational goal monitoring activities * Ability to work at a pace
The consequence of insufficient formation of the sound side of speech	The consequence of insufficient formation of the lexical and grammatical means of the language
Insufficient formation (lack of prerequisites for the spontaneous development of the skills of analysis and synthesis of the sound composition of the word). Insufficient formation (lack of prerequisites) for the successful acquisition of literacy. Difficulties in mastering reading and writing - the presence of specific - dysgraphic errors against the background of a large number of various others.	Insufficient understanding of educational tasks, instructions, instructions of the teacher. Difficulties in the formation and formulation of one's own thoughts in the process of educational work. Insufficient development of coherent speech
Insufficient formation (absence) of prerequisites for productive mastery of the program of teaching mother tongue language and mathematics.
Difficulties in mastering the primary education program of a general education school due to the insufficient formation of speech Functions and psychological prerequisites for mastering educational activities.

More or less detailed coherent statements within the limits of everyday topics are available to children with NVONR. At the same time, coherent statements in the process of learning activity cause certain difficulties for these children. Their independent statements are characterized by fragmentation, insufficient coherence, and logic.

As for students in grades 2-3 with OHP, their manifestations of the lack of formation of language means are different. These students can answer a question, compose an elementary story from a picture, convey individual episodes of what they read, talk about exciting events, i.e. build your statement within the limits of a topic close to them. However, when the conditions of communication change, if it is necessary to give detailed answers with elements of reasoning, evidence, when performing special educational tasks, such children experience significant difficulties in using lexical and grammatical means, indicating their insufficient development. Namely: the limited and qualitative inferiority of the vocabulary, the insufficient formation of the grammatical means of the language.

The peculiarity of the manifestations of the general underdevelopment of speech in these students is that errors in the use of lexical and grammatical means (separate manifestations of agrammatism, semantic errors) are observed against the background of correctly composed sentences and text. In other words, the same grammatical category or form under different conditions can be used correctly and incorrectly, depending on the conditions in which the oral speech of children takes place, i.e. the conditions of their communication and the requirements for it.

The sound side of the speech of students in grades 2-3 with general underdevelopment is also insufficiently formed. Despite the fact that these schoolchildren have only a few shortcomings in the pronunciation of sounds, they experience difficulty in distinguishing acoustically similar sounds, in the consistent pronunciation of syllables in polysyllabic unfamiliar words, with a confluence of consonants (secondary - secondary, transtite - transport).

An analysis of the speech activity of students in grades 2-3 suggests that they prefer dialogic forms of speech. Under the influence of learning, monologue, contextual speech develops. This is expressed in an increase in the volume of statements and the number of complex structures; in addition, speech becomes more free. However, this development of monologue speech is slow. Children more or less freely construct coherent statements within topics close to them and experience difficulties in producing coherent statements in a situation of educational activity: formulating conclusions, generalizations, evidence, reproducing the content of educational texts.

These difficulties are expressed in the desire for verbatim presentation, getting stuck on individual words ah and thoughts, the repetition of individual parts of sentences. In the course of presentation, proof, etc. children note not the most significant signs. In addition, they violate syntactic link between words, which finds its expression in the incompleteness of sentences, changes in word order. There are frequent cases of the use of words in an unusual meaning, which, apparently, is explained not only by the poverty of the dictionary, but mainly by a fuzzy understanding of the meaning of the words used, the inability to catch their stylistic coloring.

Such smoothed deviations in the development of oral speech of the described group of children in the aggregate create serious obstacles in teaching them literate writing and correct reading. That is why they most clearly manifest not defects in oral speech, but reading and writing disorders.

The written work of this group of children is replete with a variety of errors - specific, spelling and syntactic. Moreover, the number of specific errors in children with general underdevelopment of speech is much greater than in children with phonetic-phonemic and phonemic underdevelopment. In these cases, along with errors that are the result of insufficient development of phonemic processes, there are a number of errors associated with the underdevelopment of the lexical and grammatical means of the language (errors in prepositional case control, agreement, etc.). The presence of such errors indicates that the process of mastering the grammatical patterns of the language in the group of children under consideration has not yet been completed.

Among students of a general education school there are also children with anomalies in the structure and mobility of the articulation apparatus (dysarthria, rhinolalia); children with stuttering.

In these children, it is also necessary to identify the level of formation of language means (pronunciation, phonemic processes, vocabulary, grammatical structure). In accordance with the identified level, they can be assigned either to I, or to II, or to III group.

The above grouping of schoolchildren according to the leading manifestation of a speech defect helps the speech therapist to solve the fundamental issues of organizing correctional work with children and determine the content, methods and techniques of speech therapy influence in each group. The main contingent, which should be identified by the speech therapist teacher of general education schools before others, are children whose speech defects impede their successful learning, i.e. students second and third groups. It is to these children, in order to prevent at of poor progress, speech therapy assistance should be provided in the first place.

When organizing speech therapy classes with schoolchildren who have defects in sound pronunciation and insufficient development of phonemic processes, along with the elimination of pronunciation, it is necessary to provide for work on the education of phonemic representations, the formation of skills for analyzing and synthesizing the sound composition of a word. Such work should be carried out consistently to differentiate mixed oppositional sounds and develop the skills of analyzing and synthesizing the sound-letter composition of a word, which will fill the gaps in the development of the sound side of speech.

Effective assistance to students with OHP, for whom phoneme pronunciation deficiencies are only one of the manifestations of speech underdevelopment, is possible only in the case of interconnected work in several areas, namely: correcting pronunciation, forming full-fledged phonemic representations, developing skills for analyzing and synthesizing the sound composition of a word, clarifying and enrichment of vocabulary, mastery of syntactic constructions (of varying complexity), development of coherent speech, carried out in a certain sequence.

Speech therapy assistance to students who have only shortcomings in the pronunciation of sounds (phonetic defects - group I) is reduced to correcting incorrectly pronounced sounds and fixing them in the oral speech of children.

Examination of children with speech disorders

Timely and correct identification of speech deficiencies in children will help the speech therapist determine what kind of help they need and how to provide it more efficiently.

The main task of a speech therapist teacher during an individual examination of students is to correctly assess all manifestations of speech insufficiency of each student. The speech therapy examination scheme is presented in a speech map, which necessarily is filled in for each student depending on the structure of the speech defect.

In the process of filling in passport data about a child, not only official progress is recorded (paragraph 5), but also the real level of knowledge of students in their native language is clarified. In cases structurally complex speech defectsthese data can be decisive both in determining a clear speech therapy conclusion, and in establishing the primary-secondary nature of a speech disorder.

The teacher-speech therapist finds out data on the course of speech development of a student with a complex structure of a speech defect from the words of the mother. During the conversation, it is important to get a clear idea of how the early speech development of the child proceeded: when the first words, phrases appeared, how the further formation of speech proceeded. At the same time, it is noted whether they previously applied for speech therapy help, if so, how long the classes were held, their effectiveness. In addition, the features of the speech environment surrounding the child (the state of the speech of the parents: impaired pronunciation, stuttering, bilingualism and multilingualism, etc.) are also subject to fixation.

Before starting a speech examination, a speech therapist must make sure that hearing is intact (recall that hearing is considered normal if a child hears individual words spoken in a whisper at a distance of 6-7 meters from the auricle).

When examining a child, attention is drawn to the state of the articulatory apparatus. All anomalies of the structure (lips, palate, jaws, teeth, tongue) detected during the examination, as well as the state of the motor function, are subject to mandatory recording in the speech chart.

Naturally, a gross pathology of the structure and functions of the articulatory apparatus requires a thorough, detailed examination with a detailed description of all deviations that create obstacles to the formation of correct sounds. In other cases, the examination may be shorter.

The characteristics of the coherent speech of students is compiled on the basis of his oral statements during a conversation about what he read, saw, and also on the basis of special tasks performed by the child: drawing up separate sentences, a coherent statement on questions, on a plot picture, on a series of pictures, on observations, etc. d.

The material obtained during the conversation will help to choose the direction of further examination, which should be individualized, depending on the ideas about the level of formation of the child's speech revealed during the conversation.

The speech map fixes the general intelligibility of speech, the nature and accessibility of constructing coherent statements, general ideas about the vocabulary and syntactic constructions used by the child.

When examining the sound side of speech, pronunciation defects are revealed: the number of disturbed sounds, the nature (type) of the violation: the absence, distortion, mixing or replacement of sounds (see Table 1). If pronunciation defects are mainly expressed by substitutions and mixing of different groups of oppositional sounds, the possibilities of distinguishing sounds by acoustic and articulatory features should be carefully investigated.

In addition, the level of formation of the skills of analysis and synthesis of the sound composition of the word must be determined.

Thus, the examination of the sound side of speech involves a thorough clarification of:

1) the nature (type) of pronunciation disorders: the number of defective sounds and groups (in difficult cases);

2) the level of phonemic development (the level of formation of differentiation of oppositional sounds);

3) the level of formation of the analysis and synthesis of the sound composition of the word.

In the case of general underdevelopment of speech, examinations of the sound side of speech (pronunciation, phonemic processes) are similarly carried out. In addition, it is planned to identify the ability of children to pronounce words and phrases of a complex syllabic structure.

When examining children with OHP, it is also necessary to establish the level of formation of the lexical and grammatical means of the language. When examining vocabulary, a number of well-known methods are used that reveal both passive and active vocabulary in children. At the same time, children's knowledge of words denoting objects, actions or states of objects, signs of objects is revealed; words denoting general and abstract concepts. Thus, the quantitative composition of the vocabulary is determined.

The correct naming of an object does not yet mean that the child can adequately use this word in a sentence, a coherent text, therefore, along with determining the quantitative side of the vocabulary, special attention is paid to its qualitative characteristics, i.e. revealing the child's understanding of the meaning of the words used.

When drawing up a speech therapy conclusion, data on the dictionary should not be considered in isolation, but in conjunction with materials characterizing the features of the sound side of speech and its grammatical structure.

When examining the level of formation of the grammatical means of the language, special tasks are used to identify the level of children's mastery of the skills of constructing sentences of various syntactic structures, the use of form and word formation.

Data from the analysis of errors (agrammatisms) made by students when performing special tasks make it possible to determine the level of formation of the grammatical structure of speech. The established level of formation of the grammatical structure of speech correlates with the state of the dictionary and the level of phonemic development.

The level of formation of oral speech predetermines a certain degree of violation of reading and writing.

In cases where a defect in oral speech is limited only by the lack of formation of its sound side, then reading and writing disorders are due to phonetic-phonemic or only phonemic deficiency.

In these cases, the most typical mistakes are substitutions and confusions of consonant letters denoting the sounds of various opposition groups.

When examining writing, which is carried out both collectively and individually, one should pay attention to the nature of the writing process: whether the child writes down the word correctly or pronounces it several times, choosing the right sound and the corresponding letter; what difficulties it experiences; what mistakes it makes.

It is necessary to carry out a quantitative and qualitative analysis of errors: to identify what specific errors in the replacement of letters are made by the child, whether these errors turn out to be single or frequent, whether they correspond to the child's speech disorders. In addition, omissions, additions, permutations, distortions of words are taken into account. These errors indicate that the child has not clearly mastered the sound-letter analysis and synthesis, is not able to distinguish acoustically or articulatory close sounds, and understand the sound and syllabic structure of the word.

Errors in spelling rules should be carefully analyzed, since errors in the spelling of paired voiced-voiced, soft-hard consonants are due to the unsharpness of ideas about the sound-letter composition of a word in children with speech defects.

Reading should also be examined in students with writing disabilities. Reading is checked individually. In the course of reading, no corrections or comments should be made. The material for the examination can be specially selected texts that are accessible to the child in terms of volume and content, but not used in the classroom. The examination begins with the presentation of the text of sentences, individual words, syllables (direct, reverse with a confluence of consonants) to the child.

If the child does not have reading skills, he is presented with a set of letters for their recognition.

During the examination, the level of formation of reading skills is recorded, namely: whether he reads in syllables; whole words; whether he goes over individual letters and with difficulty combines them into syllables and words; what mistakes he makes; does it replace the name of individual letters in the process of reading, does this replacement correspond to defective sounds; whether there are errors in omissions of words, syllables, individual letters, what is the pace of reading; whether the child understands the meaning of individual words and the general meaning of what is read.

All observations received are recorded. They help to clarify what causes reading deficiencies and to find more rational techniques and methods for overcoming reading difficulties. The revealed shortcomings of reading are compared with the data of examination of writing and oral speech.

Concluding a brief description of reading and writing impairments in children with FFN, it should be emphasized that the most typical errors are the replacement and mixing of consonant letters corresponding to sounds that differ in acoustic and articulatory features.

The above errors are considered to be specific (dysgraphic). Usually they appear in children with FFN against the background of insufficient assimilation of certain orthograms, the spelling rules of which are closely related to full-fledged ideas about the sound composition of the word.

As for reading and writing disorders in children with OHP, along with errors reflecting the unformedness of the sound side of speech, they also have errors associated with the unformed lexical and grammatical means of the language. Namely:

1. Mistakes in prepositional case management;

2. Mistakes in matching nouns and adjectives, verbs, numerals, etc.;

3. Separate spelling of prefixes and continuous spelling of prepositions;

4. Various deformations of sentences: violation of word order, omission of one or more words in a sentence (including omission of the main members of a sentence); omission of prepositions; continuous spelling of 2-3 words; incorrect definition of sentence boundaries, etc.;

5. Various deformations of the syllable-alphabetic composition of the word ("broken" words, omissions of syllables; underwriting of syllables, etc.).

In the written work of children, there may also be graphic errors - underwriting of individual elements of letters or extra elements of letters, the spatial arrangement of individual elements of letters (i-y, p-t, l-m, b-d, sh-sh)

All of the above errors associated with the underdevelopment of the sound and semantic aspects of speech manifest themselves in children with ONR against the background of a large number of various spelling errors.

Independent written work of students with OHP (presentation, essay) has a number of specific features related to both the construction of the text (insufficient coherence, consistency and logical presentation), and insufficiently adequate use of lexical, grammatical and syntactic means language.

Examination of the state of writing and reading in students should be carried out with particular care. During the examination, the student is asked to perform various types of written work:

* auditory dictations, including words, which include sounds that are most often violated in pronunciation;

* independent writing (statement, essay).

When examining first grade students at the beginning of the school year, children's knowledge of letters, skills and abilities in composing syllables and words is revealed.

Upon completion of the examination of the child's speech, it is necessary to conduct a comparative analysis of all the material obtained in the process of studying the level of development of the sound and semantic aspects of speech, reading and writing. This will make it possible to determine in each specific case what exactly is prevailing in the picture of a speech defect: whether the child has a lack of lexical and grammatical means of the language or underdevelopment of the sound side of speech and, above all, phonemic processes.

In the process of examining stuttering students, the main attention of a speech therapist should be directed to identifying situations in which stuttering is especially intense, as well as to analyzing the communicative difficulties that arise in children in these conditions. No less important is the study of the level of formation of stuttering schoolchildren (especially those with poor performance): language means (pronunciation; phonemic processes; lexical stock; grammatical structure), as well as the level of formation of writing and reading, because stuttering can manifest itself in both children with FFN and OHP.

Particular attention is drawn to the features of general and speech behavior (organization, sociability, isolation, impulsiveness), as well as the ability of children to adapt to the conditions of communication. The rate of speech of stutterers, the presence of accompanying movements, tricks, and the intensity of the manifestation of hesitation are recorded.

Speech impairment must be considered in conjunction with the characteristics of the child's personality. In the course of the examination, material is accumulated that makes it possible to draw up a brief description of the child, illustrating the features of his attention, the ability to switch, observation, and performance. It should indicate how the child accepts learning tasks, whether he knows how to organize himself to complete them, whether he independently performs tasks or requires help. The reactions of the child to the difficulties encountered in the course of educational work, fatigue (exhaustion) of the child are also recorded. The characteristics also note the peculiarities of the behavior of children during the examination: mobile, impulsive, distractible, passive, etc.

The generalized result of studying the level of development of oral and written speech of the child is presented in the speech map as a speech therapy conclusion. The conclusion should be drawn up in such a way that corrective measures corresponding to the structure of the speech defect follow logically from it, namely:

=> phonetic defect. This refers to such a lack of speech, in which pronunciation defects constitute an isolated violation. The speech therapy conclusion reflects the nature of the sound distortion (for example, R - velar, uvular; C- interdental, lateral; W-F - lower, labial, etc.) In this case, the corrective effect is limited to the production and automation of sounds;

=> Phonetic and phonemic underdevelopment (FFN).This means that the child has an underdevelopment of the entire sound side of speech: pronunciation defects, difficulties in differentiating oppositional sounds; unformed analysis and synthesis of the sound composition of the word. In this case, in addition to correcting pronunciation defects, it is necessary to provide for the development of phonemic representations of children, as well as the formation of full-fledged skills for analyzing and synthesizing the sound composition of a word;

=> About general underdevelopment of speech (OHP). Since this defect is a systemic violation (i.e., insufficient formation of phonetic-phonemic and lexical-grammatical means of the language), then in the course of correctional training, the speech therapist should provide for filling in the gaps in the formation of sound pronunciation; phonemic processes and skills of analysis and synthesis of the sound composition of the word; vocabulary (especially in terms of semantic development), grammatical structure and coherent speech. The given speech therapy conclusions characterize the level of formation of oral speech.

In cases of complex speech defects (dysarthria, rhinolalia, alalia), the speech therapy conclusion should include both the structure of the speech defect and the form of speech pathology (nature). For example:

Pronunciation defects

FFN

ONR (III level)

* in the syndrome of bulbar dysarthria

(doctor's diagnosis)

*in a child with dysarthria

(conclusion of a speech therapist)

* in a child with a dysarthria component

(conclusion of a speech therapist)

ONR

(II-III level)

* with the syndrome of the motor or sensory form of alalia (doctor's opinion)

* in a child with a motor or sensory form of a lalia (zach speech therapist's advice)

Pronunciation defects

FFN

ONR (III level)

in a child with a cleft of the hard, soft palate, with a bunion gap (operated or unoperated)

As an example, we give a speech card for a child with ONR (beginning of the school year).

SPEECH THERAPY

AT THE COMPREHENSIVE SCHOOL No.

speech card

1. Last name, first name, age

2. School class

3. Home address

4. Date of enrollment at the speech therapy center

5. Progress (at the time of the survey)

6. Complaints from teachers and parentsAccording to the teacher: the lesson is inactive e n is embarrassed to speak. According to the mother: she speaks indistinctly, distorts words, does not remember verses ..

7. Conclusion of a psychiatrist (filled in as needed): from a medical record indicating the date of the examination and the name of the doctor.

8. Hearing condition: checked if necessary

9. Data on the course of speech development: According to "mother: words appeared by 2 - 2.5 years, phrases - by 4 - 5 years. Speech is incomprehensible to others.

10. The state of the articulatory apparatus (structure, mobility)

Structure - N

Mobility - has difficulty maintaining a given posture and has difficulty switching from one articulatory position to another

11. General characteristics of speech (recording of a conversation, independent connected statements)

b) Grammatical structure: types of sentences used, the presence of agrammatisms. Give examples

see a recording of the conversation and a coherent statement

The pencil is pulled out from behind a book. The boy jumped into the puddle. The first leaves appeared on the trees

Plural, Im.p. - trees, eyes, wings ...

Plural, Gen. p. - notebooks, vorotknov, donkey ...

Apple jam; Water orange; plush bear

c) Pronunciation and distinction of sounds

1) pronunciation of sounds: absence, distortion, replacement and mixing of individual SOUNDSP - uvular; in the flow of speech L \u003d R (railek - stall), W \u003d W (lower); W=S;W=W

2) discrimination of oppositional sounds

tisovchik (watchmaker to) , goloishna (pea), yaselsa(lizard) , pa-ba-ba (N), ta-da-da () ha-ka-ka () for-for-for (zh-zh-za) cha-cha-cha (cha-cha-cha) cha- cha-cha (cha-cha-cha) ra-ra-ra (ra-la-ra) for-for-for (for-zh-z) cha-cha-cha (cha-cha-cha) cha-cha- sha (sha-cha-cha) la-la-la (la-ra-ra)

3) reproduction of words with different sound-syllabic composition(give examples) ligulivat (regulates), tlansp, stamp (transport), zele - green (railroad), tradesman (policeman), pussy (orange)

d) the pace and intelligibility of speech:slurred, slow speech

12. The level of formation of the skills of analysis and synthesis of the sound composition of the word

cloak: How many sounds? - "2".

1st sound? -"P",

2nd sound? - "BUT"

3rd sound? - "BUT".

What's the last sound? -"BUT".

(Written work is attached to the speech card).

Options: 1) reproduces individual printed letters: A, P, M, 2) prints individual words like: MAC, MAMA

14. Reading

a) the level of mastering the technique of reading (letter by letter, by syllable, by words)

b) reading errors

leaf (leaves), on trees (trees), turned yellow and purple (turned brown).

An angry wind whirled (circled) them ... (through) the air.

B) reading comprehension

Options: 1) hardly understands what the speech therapist read, retells only with the help of questions;

2) understands the main content of the story; the hidden meaning is understood with difficulty; 3) is experiencing some difficulties.

15. Manifestation of stuttering: does not stutter

a) the alleged cause; the severity of stuttering; situations in which it manifests itself (answers at the blackboard, etc.)

b) formation of language means

c) features of general and speech development (organization, sociability, isolation, impulsiveness)

d) adaptation to the conditions of communication

17. A brief description of the child according to pedagogical observations (organization, independence, stability of attention, working capacity, observation, attitude towards his defect)

Attention is unstable, reduced efficiency, difficulty switching from one type of activity to another, lowlevel of self-control and independence.

18 . Conclusion of a speech therapist

Options: 1) NVONR 2) ONR II-III ur. (these conclusions reflect the level of formation of the oral form of speech)

19. Results of speech correction (marked on the map by the time students leave the speech therapy center)

* reading and writing disorders due to OHP;

*reading and writing disorders due to FFN:

* reading and writing disorders due to phonemic underdevelopment.

Mandatory confirmation of the correctness of the speech therapy conclusion in cases of impaired reading and writing are written works and the results of a reading examination.

ORAL AND WRITTEN SPEECH

* to form full-fledged phonemic processes;

* to form ideas about the sound-letter composition of the word;

* to form the skills of analysis and synthesis of the sound-syllabic composition of the word;

*correct pronunciation defects (if any).

Based on the materials of the examination of students, it is advisable to draw up a long-term work plan for each group of children with impaired oral and written speech, which notes: the composition of students and a brief description of the manifestations of a speech defect; the main content and sequence of work; Estimated time frame for each stage. It can be presented either as a diagram or a description of the areas of work and its sequence at each stage.

table 2

SCHEME-PLAN FOR CORRECTIONAL EDUCATION OF CHILDREN WITH OHP

Stages of corrective work		Grammar terms used in class
STAGE I Filling gaps in the development of the sound side of speech	Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and skills in the analysis and synthesis of the syllable-sound composition of a word Correction of pronunciation defects.	Sounds and letters, vowels and consonants; syllable; hard and soft consonants; separating b; b, voiced and voiceless consonants; stress; double consonants
STAGE 11 Filling in the gaps in the development of the lexical and grammatical means of the language	1. Clarification of the meanings of the words available to children and further enrichment of the vocabulary, both by accumulating new words related to various parts of speech, and by developing in children the ability to actively use various methods of word formation 2. Clarification, development and improvement of the grammatical design of speech by mastering by children phrases, the connection of words in a sentence, sentence models of various syntactic constructions. Improving the ability to build and rebuild sentences adequately to the plan.	Composition of the word: root of the word, cognate words, endings, prefix., suffix; prefixes and prepositions; Difficult words; gender of nouns and adjectives, number, case Number, verb tense, unstressed vowels	Formation of skills for organizing educational work, Development of observation of linguistic phenomena, development of auditory attention and memory, self-control, control actions, ability to switch.
STAGE III Filling in the gaps in the formation of coherent speech	Development of skills for constructing a coherent statement: a) the establishment of a logical sequence, coherence; b) selection of language means for constructing an utterance for various purposes of communication (proof, evaluation, etc.)	Sentences are narrative, interrogative, exclamatory; connection of words in a sentence; sentences with homogeneous members, compound and complex sentences; text, theme, main idea	Formation of skills of organization of educational work. The development of observation to linguistic phenomena, the development of auditory attention and memory, self-control of control actions, the ability to switch.

*15 minutes - the frontal part of the classes, aimed at the formation of phonemic hearing of children, the development of attention to the sound side of speech (the work is based on correctly pronounced sounds) and to fill in the gaps in the formation of psychological prerequisites for full-fledged learning,

* 5 minutes - preparation of the articulatory apparatus (a set of exercises is determined by the specific composition of the group);

* 20 minutes - clarification and staging (calling) of incorrectly pronounced sounds individually and in subgroups (2-3 people), depending on the stage of work on the sound.

With first-graders studying according to the program 1-4, you can work on a similar structure for the first 20 lessons, adjusted for the mode of operation of these classes (35 minutes).

At the subsequent lessons of the first stage, automation of the set sounds is carried out in the process of frontal lessons.

The frontal part of the next 40-45 lessons consists of work on:

* the development of phonemic processes;

* the formation of skills in the analysis and synthesis of the sound-syllabic composition of the word, using the letters studied by this time in the class and the worked-out words-terms;

* the formation of readiness for the perception of certain orthograms, the spelling of which is based on full-fledged ideas about the sound composition of the word;

* fixing sound-letter connections;

* Automation of delivered sounds.

Speech and suggestion.

sentence and word.

Sounds of speech.

Vowel sounds (and letters passed in the class).

Dividing words into syllables.

stress.

Consonant sounds (and letters passed in the class).

Hard and soft consonants.

voiced and voiceless consonants.

Sounds P and P '. Letter P.

Sounds B and B". Letter B.

B-P differentiation. (B "-P '')

Sounds T and T. Letter T.

Sounds D and D". Letter D.

Differentiation T-D. (T "-D ').

Sounds K and K". Letter K.

Sounds G and G'. Letter G.

Differentiation K-G. (K "-G 1).

Sounds C and C '. Letter C.

Sounds 3 and 3". Letter 3.

Differentiation C-3. (S "-Z ').

Sh sound and letter Sh.

Z sound and letter Z.

Differentiation Sh-Zh.

Differentiation S-Zh.

Differentiation Zh-3.

Sounds R and R '. Letter R.

Sounds L and L". Letter L.

R-L differentiation. (L "-R ').

Ch sound and letter Ch.

Ch-T differentiation

Sound u and letter u.

Differentiation Shch-S.

Differentiation Shch-Ch.

The sound C and the letter C.

C-S differentiation.

C-T differentiation.

C-Ch differentiation.

At the end of stage I of correctional and developmental education, a check should be made of the students' assimilation of the content of this stage.

By this time, students should have:

* the focus of attention on the sound side of speech has been formed;

*Filled the main gaps in the formation of phonemic processes;

* the initial ideas about the sound-alphabetic, syllabic composition of the word have been clarified, taking into account program requirements;

*set and differentiated all sounds;

*Children's vocabulary has been clarified and activated, and the structures of a simple sentence have been clarified (with a small distribution);

For example, in the process of differentiating sounds Ch-Sch The speech therapist invites the children to listen carefully to the words:puppy, brush, box, to determine whether the sound is the same in all words. Further, on the instructions of the speech therapist, the children change the words so that they denote a small object.(puppy, brush, box), and determine what has changed in the sound composition of the word, the location of the sounds Ch-Sh . The same work can be done when differentiating other sounds.(S - W - sun-sun ), as well as in the process of studying individual sounds. At the same time, the method of comparing words by sound composition remains pivotal in all tasks. (What new sounds appeared in the newly selected words? Compare the two words. What sounds do they differ in? Determine the place of this sound: in what place does it stand? after which sound? before which sound? between which sounds?). As an example, here are some methods of suffix word formation (diminutive-petitive and augmentative suffixes) that can be effectively used at stage I of the correctional and developmental education of children with OHP:

F - boot-boot, book-book, horn-horn, W - hut-hut, house-house, H - glass-glass, rope, piece. When distinguishing sounds Ch-Sch, S-Sch you can invite children to change the words so that they have an augmentative meaning: Ch-Sch - hand-hands, wolf she-wolf; S-Sch - nose-nose, mustache-mustache.

By implementing a differentiated approach, individual students can be offered more complex tasks. For example, compare the sound composition of words in a form that requires them to agree on words in gender, number or case. This work takes place in the following sequence: at first, when differentiating sounds C-3 the speech therapist suggests naming pictures for the sound being studied and determining its place in the word (stem, currant, cloth, leaves); name the color of the presented pictures (green). Determine the location of the sound 3 "; then the children are invited to compose phrases, clearly pronouncing the endings of adjectives and nouns (green stem, green currant, green cloth, green leaves); such a task ends with a mandatory analysis of words in phrases, highlighting differentiable sounds and giving them a complete articulatory and acoustic characteristics and determining their place in each analyzed word.

Despite the fact that the normalization of coherent speech in children with OHP is given a separate stage III, the foundations for its formation are laid at stage I. Here, this work is of a purely specific nature. It differs sharply from traditional forms of connected speech development.

For example, when performing a task for a speech therapist to differentiate any sounds, in the process of analyzing the sound composition of a word, the student should answer something like this:

* Option 2 (more difficult) when comparing two words: "In the word" bite "the third sound" C ", consonant, whistling, hard, deaf; in the word" eat " - the third sound"Sh", consonant, hissing, hard, deaf. The rest of the sounds in these words are the same.

I stage of correctional and developmental education

Approximate lesson plan for stage I

Subject: Sounds and letters Ch-Sch.

Target: Improving the skills of differentiating sounds and letters Ch-Sch; improving the skills of sound-letter analysis and synthesis; ability to switch, memory, control actions; fixing the correct pronunciation of these sounds.

Lesson progress

1. Determining the topic of children's classes by posing problematic questions by a speech therapist.

2. Characteristics of the sound and articulation of the studied sounds. Pronunciation of sounds Ch-Sch in front of individual mirrors, (comparative articulatory and phonetic characteristics of sounds Ch-Sch (algorithms can be used for some children).

3. Training exercises in pronunciation, discrimination, selection of the studied sounds from the composition of the word, sentences and text.

There are a large number of manuals in which exercises are widely presented, with the aim of developing in children the skills and abilities to differentiate and analyze the sound-letter composition of words. When selecting tasks for specific classes, one should give preference not to reproductive forms of work (insert letters into words, write off the board, underlining one or another letter), but to those that activate the child’s speech and mental activity. For example, when differentiating sounds Ch-Sch the speech therapist suggests that you first listen to the words (simple, cool, thick, clean, etc.); determine the presence of sounds Ch-Sch; then change the words so that the studied sounds appear in them; analyze these words, indicating the place of sounds Ch-Sch and write down these words; or, distribute words containing sounds Ch-Sch, in three columns: Ch, Sch, Ch-Sch.

A certain difficulty in completing the task is introduced by a special selection of words that are rarely found in the everyday life of children (glazier, porter, bricklayer, grinder, watchmaker, cleaner, violinist, etc.) and the form of presenting them to children, namely:

=> write down dictated words, or write down independently the names of the same professions (persons) depicted in the pictures; or children are invited to listen to words containing sounds Ch-Sch (search, treat, clean, etc.);

=> analyze the sound composition of these words, give a complete phonetic description of the studied sounds and then match these words with a word containing an oppositional sound (I am looking for a watch, I am treating a puppy, I am cleaning a pike, a teapot);

Exercises are very useful, during which various types of symbols and encryption are used. The developing effect of these exercises is due to the fact that by correcting the sound side of speech, they help to attract children's attention to linguistic phenomena, activate vocabulary and develop attention, memory and ability to switch.

II stage of correctional and developmental education

Stage II of correctional work usually takes 35-45 lessons (approximately from March 4-5 to November 3-4 of the next year), depending on the composition of a particular group.

The main task of this stage is to fill in the gaps in the development of vocabulary and grammatical structure of speech. The content of this stage is aimed at active work on:

* clarifying the meanings of the words available to children and further enriching the vocabulary both by accumulating new words that are different parts of speech, and by developing the ability to actively use various methods of word formation;

*clarification of the meanings of the syntactic constructions used;

* further development and improvement of the grammatical design of coherent speech by mastering the students' phrases, the connection of words in a sentence, models of various syntactic constructions.

The implementation of the content of the II stage of correctional education is carried out in the frontal classes.

Since during the first stage, in the process of streamlining children's ideas about the sound side of speech, a basis was created for the purposeful assimilation of the lexical and grammatical means of the language, then at the second stage, the main task is to form in children full-fledged ideas about the morphological composition of the word and the synonymy of the native language.

In the process of working on the development of morphological generalizations, children develop the skills and abilities of word formation through various affixes and the active and adequate use of them for the purposes of oral communication in different educational situations.

In addition, speech therapy classes develop the ability to establish connections between the form of a word and its meaning.

Since the study of the morphological composition of the word is not provided for by the program for teaching students of the 1st grade the native language, then all the work on the formation of the initial morphological representations in children is carried out propaedeutically in a purely practical way, which is the specifics of the correctional and developmental education of students in the 1st grade in the conditions of a speech therapy center at a general educational school. The sequence of work to replenish the lexical means of the language can be as follows:

* practical mastery of the skills of forming words with the help of suffixes and their adequate use;

* practical mastery of the skills of forming words with the help of prefixes and their adequate use;

* concept of related words ah (in practical terms);

* the concept of prepositions and how to use them, differentiation of prepositions and prefixes;

* practical mastery of the skill of selecting antonyms, synonyms and ways to use them;

* the concept of polysemy of words.

Filling gaps in the field of lexical means should be linked with the development of sentences of various syntactic constructions.

In the process of speech therapy classes in terms of oral speech, work is constantly being carried out to master the models of various sentences for children. This work can be carried out most effectively and in depth when going through the topic "Formation of words with the help of prefixes", because. the meaning of each word newly formed by means of a prefix is specified primarily in the phrase and sentence.

In the process of working on the formation of full-fledged morphological representations, prerequisites should be formed for the conscious assimilation of such important topics of the Russian language teaching program as unstressed vowels in the root, generic, case endings of various parts of speech, etc.

Since one of the most difficult grammatical categories of the Russian language is stress, and it is precisely this that is the basis for mastering the spelling rule for unstressed vowels, its development is one of the main areas of speech therapy work. At the same time, it is important to teach the student not only to correctly place the stress in accordance with orthoepic norms, but also to be able to compare and highlight words with stress in a certain position on the material of a large number of related words.

Thus the essence speech therapy exercises is reduced to preparatory work on the formation of prerequisite skills and abilities necessary for mastering the relevant program material and absent in children with OHP. This is what makes them fundamentally different from the tasks of the teacher.

During stage II, active work is carried out to improve the skills of full reading and writing, students should be more often exercised in reading:

* various syllabic tables with different grammatical forms (son, son, to son, about son),

* different words with the same endings (on bushes, on tables, on desks, in bags, in notebooks;

* single-root words (earth, countryman, strawberry, strawberry);

* words formed with the help of different prefixes from the same root (arrive, fly away, fly, fly over, fly away, fly in);

* words that have the same prefixes, but different roots (to come running, to come, to jump).

After reading, the words are necessarily compared, their sound-letter composition, similarity and difference, and the meaning of words are clarified.

The listed exercises will help students to better orient themselves in the composition of a word, determine what meaning a word acquires with a particular affix, and thereby avoid mistakes in replacing a word or part of it, and in the process of reading, recognize words immediately; group words together according to lexical and grammatical features. In addition, it is useful to offer children to choose from readable text words and phrases in accordance with the topic of the lesson:

*choose words that answer the questions: Who? What? and independently select words for them that are combined in meaning and answer the questions: What does he do? Which?;

* select nouns suitable for the verbs (words-actions)-synonyms (to make, cook, make; lessons, lunch, medicine, hairstyle, aircraft model, toy); nouns suitable for synonymous adjectives (wet, wet, damp; snow, rain, raincoat, hay, street, linen, sand, man, tree, floor, etc.);

* insert into the sentence the most appropriate words-actions (verb) (student ... pen and ... word);

* leave a question based on action (verb) (surprise, touch; what? what?).

When performing these exercises, it is important to ensure that the student does not limit himself to a rough guess, but accurately determines the meaning of each word.

The listed exercises, depending on the stage of work, are carried out on the material of both individual words and phrases, and on the material of sentences of varying complexity and the whole text. Thus, at the second stage of correctional and developmental education, one of the most important qualities of reading is formed - awareness, which consists of a number of skills and abilities: the ability to explain the meaning of words used in the text in the literal and figurative sense, as well as the meaning of phrases, sentences. Because of this, work on the formation of a full-fledged reading skill must be carried out at every lesson.

As for written works, they are based on various tasks aimed at the formation of new words through affixes, the compilation of phrases, sentences, texts with them. These tasks should be done regularly.

At the speech therapy classes of the II stage of training, work continues on the development of coherent speech. Various types of statements are worked out in the course of educational work, upon its completion, educational dialogues, which gradually become more and more detailed in comparison with similar statements at the 1st stage. Particular attention is paid to the formation in children of such types of statements as evidence and reasoning. This, as already noted, has great importance both for the implementation of productive educational activities of the child in the classroom, and for the prevention of functional illiteracy. That is why in speech therapy classes it is necessary to teach children to verbalize their educational actions and operations in various forms.

Here are some examples from students:

* From the word "forest" I made three new words: forest, forester, forest. The word "wood" means a small forest. The word "forester" is a person who guards the forest. "Forest" is the road. These words are all related, since in all words the common part is "forest".

* From the word "went" I made new words. All of them are different in meaning (in meaning). Left the room. I entered the school. Came home. I went for a friend, behind the house.

*The sentence "The boy jumped from the tree" is incorrect. It should say "The boy jumped from the tree."

Thus, after the second stage of correctional and developmental education, students should learn in practical terms:

* navigate in the morphological composition of the word, i.e. be able to determine by what parts of the word, before or after the common part of related words, new words are formed and their meanings change:

* actively use various methods of word formation;

*correctly use new words in sentences of various syntactic constructions (i.e. establish a connection between form and meaning);

* convey the essence of the exercises performed, the sequence of mental actions performed in a detailed statement.

By this time, the basis (prerequisites) should be created for the productive assimilation of spelling rules associated with full-fledged ideas about the morphological composition of the word.

In order to show the specifics of speech therapy work (in contrast to the methods of work of a teacher in teaching the native language), we present separate exercises on one of the topics of the second stage of correctional and developmental education. For example:

Subject: Formation of words with the help of prefixes.

Target: the formation (or improvement of the skill of forming words through prefixes (the ratio of the meaning and form of the word) and their adequate use in speech.

When implementing the task of stage II, special attention of children is drawn to the meaning of the word. To this end, it is necessary to include each newly formed word in the sentence.

All exercises used in working with children at stage II have as their main goal the improvement of the semantic aspect of speech. This means that the speech therapist in the process of classes should develop in children functionality a lexicon of grammatical means of the language necessary for a full-fledged speech activity in general and the construction of a coherent statement in particular. For this purpose, exercises in compiling phrases of varying complexity are especially useful (with the help of a question and key words; only with key words; only with the help of questions; without key words and questions)

At stage II, it is advisable to offer children more complex tasks (multi-stage). For example: first, students must form new words using prefixes. The number of prefixes also includes those with which it is impossible to form a new word from the one given by the speech therapist.

one...	above...	from...		with...	you...	in...
	once...		drive		re…
on...	on the...	at...		BEFORE...	from...	(is.)

Following the completion of this task, a complete semantic analysis is carried out with fixing the children's attention on the relationship between the meaning and the form of the word. Then work is carried out on the compilation of phrases and their introduction into the sentence. The final moment may be the task of finding semantic errors in the sentence and correcting them with subsequent analysis (Sasha drove to the house).

In the course of completing the last stage of a complex task, conditions are created for the formation in children of the skills of a coherent statement such as evidence and reasoning.

When working on this topic in speech therapy classes, it is necessary to work on the differentiation of prepositions and prefixes, because it is the distinction between prepositions and prefixes according to their semantic features (and not teaching them how to spell) that is the specifics of the work of a speech therapist.

Recall that the main goal of speech therapy classes with children with ONR isthe formation of full-fledged speech activity. This means that in the course of performing any exercise, it is necessary not only to form the means of the language (pronunciation, phonemic processes, vocabulary, grammatical structure), but also to teach children to freely, adequately use them for communication purposes, i.e. communications. These skills are developed in the process of making sentences and coherent statements. Initially, these skills were formed during the work on the development of full-fledged ideas about the sound and morphological composition of the word (stages I and II). Stage III is assigned to the improvement of these skills.

III stage of correctional and developmental education

The main goal of stage III is to develop and improve the skills and abilities of building a coherent statement:

*programming the semantic structure of the statement,

* establishing the coherence and sequence of the statement,

*selection of linguistic means necessary to construct an utterance for various purposes of communication (proof, reasoning, transmission of the content of the text, plot picture).

These goals are implemented in a certain sequence:

1. Formation of practical ideas about the text. The development of skills and abilities to recognize the essential features of a coherent statement is carried out in the process of comparing the text and a set of words; text and set of sentences; text and its various distorted variants (skipping the beginning, middle, end of the text; adding off-topic words and sentences to the text; lack of words and sentences that reveal the main topic of the text).

2. Development of skills and abilities to analyze the text:

* determine the topic of the story (text);

* determine the main idea of the text;

* determine the sequence and coherence of sentences in the text;

* establish a semantic relationship between sentences;

3. Development of skills and abilities to build an independent coherent statement:

* determine the intent of the statement;

* determine the sequence of deployment of the statement (plan);

* determine the connection of sentences and the semantic dependence between them;

* select language means that are adequate to the intention of the statement;

* make a plan for a coherent statement.

Forming coherent speech in class conditions, the teacher gives preference to its reproductive forms (composing a story from a picture, retelling what has been read, etc.).

For children with ONR, this is not enough. The formation of a full-fledged speech activity involves the formation of their communicative skills and abilities.

To this end, in speech therapy classes, it is important to develop speech activity in children (initiative forms of speech), i.e. not just to answer questions (briefly or in detail), which is carried out in almost any speech therapy lesson, but to teach to conduct active dialogues on learning topic:

=> be able to independently formulate and ask questions in order to continue communication-dialogue;

=> be able to compare, generalize and draw a conclusion, prove and reason.

As already noted, these skills were formed and developed in the process of correctional and developmental education at the first two stages of the presented system.

At stage III, the tasks of forming communicative activity in children with OHP become more complicated. Here, the skills and abilities are improved to carry out in the process of dialogue such statements as a message, a call to action, obtaining information, discussion, generalization, proof, reasoning.

The practice of teaching children with speech underdevelopment has shown that they master such a form of utterance as reasoning especially slowly and with great difficulty.

Reasoning requires thoughtfulness, reasoning, expressing one's attitude to what is being said, defending one's point of view.

In order to master reasoning, the student must learn to discover cause-and-effect relationships between phenomena and facts of reality. This skill is formed gradually, in a certain sequence. At first, it is advisable, as often as possible, to invite children to repeat after the teacher or student the wording of tasks, generalizing conclusions, rules, etc. Later, students should be systematically exercised in free utterances, constantly encouraging them to do so by creating situations conducive to children's speech activity. At the same time, the teacher should naturally regulate and stimulate the consistency, consistency, coherence and development of statements. This is achieved in various ways, and above all, a system of questions. In addition, it is necessary to constantly draw the attention of children to their own speech in the process of forming tasks, conclusions, evidence, generalizations, reasoning, rules, etc. They should also form control and evaluation actions by organizing verification of the correctness of the performance of those other tasks. In the process of checking (at first with the maximum help of the teacher), children also learn how to build coherent statements. The sequence of the statement is determined by the sequence of the educational work carried out by the children, and the coherence is determined by the order in which the educational actions are performed.

As already mentioned, a special place in the system of work on the development of coherent speech is occupied by drawing up a plan for a detailed statement.

A lot of space and time is devoted to work on the plan in the program in the native language. However, when teaching children with a general underdevelopment of speech, much more time and space should be devoted to it, especially when forming coherent speech. In the course of remedial classes with these children, work on the plan should be used not only as a means for the development of speech (external and internal), but also as a way of organizing their educational activities.

In the process of this work, children learn to determine the topic of the statement, to separate the main from the secondary, to build their own messages in a logical sequence. At the same time, great attention should be paid to the development in them of various methods of mental processing of the material; dividing the text according to the meaning into separate parts, highlighting the semantic strong points, drawing up a retelling plan, presentation. Experience shows that it is necessary to specifically teach children how to use the plan intheir practical activities, in particular, how to respond according to the plan.

We present exemplary lesson III stage.

Subject: compiling a coherent text.

Target: strengthening the skill of making a coherent statement; skills development interpersonal communication, dialogue.

Lesson plan

1. Reporting the topic of the lesson.

2: Repairing deformed text.

Students read the text given by the speech therapist; determine the topic; explain how to correct the text by defining a logical sequence (for example, rearrange sentences, remove unnecessary, etc.); find sentences that contain the main idea; head the text, choosing the most appropriate title from those proposed by the speech therapist; correct the plan given by the speech therapist in accordance with the content of the text.

3. Improving the text.

The speech therapist invites students to read the titled and corrected test. Explains that the improvement of the text is achieved, if necessary, by changing the order of words, replacing repeated words, eliminating repetitions, using words accurately, etc. It is advisable to carry out such work on narrative texts. Any task of a speech therapist in this lesson should be the starting point for organizing active communication: speech therapist - students - student.

In addition, in this lesson, the speech therapist constantly draws the attention of students to the adequate use of words in the text, clarifies the meaning of rarely used words, and also draws the attention of students to the correct pronunciation of words that are difficult in structure.

This is the general content and direction of remedial education for children with OHP at the speech therapy center of educational institutions.

Finishing the presentation of the content of training, it is necessary to emphasize once again the fundamental points of its organization and implementation:

*all the work of a speech therapist teacher is not aimed at repeating what has been learned in the classroom, butfilling in the gapsin the development of the means of language and the function of speech, which means that in the process of speech therapy classes, full-fledged prerequisites for teaching children their native language are formed; this is precisely the essence of speech therapy work;

* the specificity of speech therapy techniques and methods is created due to the special presentation and form of correctional tasks, the purpose of which is not to duplicate class tasks, but to activate the child's speech and mental activity;

*the specifics of the organization and conduct of speech therapy classes is that the formation of full-fledged speech activity (as the main prerequisite for productive learning) is closely linked with the development of a number of psychological characteristics in children with OHP - attention to linguistic phenomena, auditory and visual memory, control actions, ability to to switch.

The last direction of corrective influence is of particular importance in working with children of six years of age. The main content of their remedial education is similar to that given above. The specifics of working with six-year-old students is determined by their age, psycho-physiological characteristics and daily routine in a general education school.

In this regard, the content of the correctional and developmental education of these children is implemented in a peculiar way. This originality is expressed, first of all, in the need to provide for a special period (propaedeutic) for the formation of prerequisites for full-fledged educational activity. The solution of the problems of the propaedeutic period is carried out for about 20 lessons in a certain sequence:

*development of sensory perception (color, shape, complex shape);

*development of logical thinking;

*development of general educational skills and abilities.

In the course of speech therapy classes of the propaedeutic period, a significant place is given to the development of attention, memory, the ability to switch, and control actions.

Taking into account the psychological characteristics of children of six years of age, the main method of the initial stage of education is the method game situations which provides for the active use of cognitive didactic games.

Stuttering children constitute a special group among students with speech impairment. The peculiarity of this defect, manifested by the difficulties of verbal communication, leaves a certain imprint on the formation of the child's personality and often prevents the identification of his potential. As a result, stuttering children should be constantly in the area of attention of a speech therapist. This applies both to those children with whom a speech therapist (according to regulatory documents) conducts systematic classes, and to those who receive speech therapy assistance outside of school. A speech therapist teacher should know the number of stuttering children in school (classes), which of them and where received speech therapy help. This information will allow the teacher-speech therapist to organize special work to prevent the recurrence of stuttering in both elementary and high school students. The contact of a speech therapist with a teacher will create favorable conditions for stuttering children in the process of educational work.

In groups of students suffering from stuttering, if possible, unite children of the same age and with the same level of development of language tools (pronunciation of vocabulary, grammatical structure). Sometimes in the same group there may be stuttering students of different grades (second-fourth), as well as children who have deviations in the formation of the sound and semantic sides of speech (OHP). In these cases, a clear individualization of the correctional impact is necessary, taking into account the peculiarities of speech development, the personality and age of each child.

III. ORGANIZATION OF LOGOPEDIC WORK

1. Pupils studying in general educational institutions with variousviolations in the development of oral and written speech (general underdevelopment of speech, phonetic-phonemic underdevelopment, phonemic underdevelopment, stuttering, pronunciation disorders - a phonetic defect, speech defects caused by a violation of the structure and mobility of the speech apparatus).

First of all, students are admitted to the speech therapy station, whose speech defects prevent the successful mastering of the program material (children with general, phonetic-phonemic and phonemic underdevelopment of speech).

Admission to the speech therapy center for students with phonetic disorders is carried out throughout the academic year as places become available.

As students with general, phonetic-phonemic and phonemic underdevelopment of speech graduate, new groups are recruited.

2. In general educational institutions of the national republics, where teaching is conducted in Russian, students of indigenous nationality who have deviations in speech development in their native language are enrolled at the speech therapy center.

In order to provide the most effective assistance to stuttering children, it is possible to open special speech therapy centers staffed by students of educational institutions of both primary and secondary grades. They are created taking into account local conditions in accordance with the needs.

3. Identification of children with speech disorders for enrollment in a speech therapy center is carried out from September 1 to 15 and from May 15 to 30. All children with identified speech defects are registered in the list (see Regulations) for subsequent distribution into groups depending on the speech defect.

For each student enrolled in a speech therapy center, a speech therapist fills out a speech card (see Regulations).

Students graduate during the entire academic year as their speech defects are eliminated.

4. The main form of organization of speech therapy work is group classes.

The groups are selected children with a homogeneous structure of the speech defect. Of the identified students with primary speech pathology, the following groups or groups with a smaller occupancy can be formed (the number of children in groups with a smaller occupancy is determined at 2-3 people for the main contingent of students with OHP and FSP); children with a more pronounced defect are also enrolled in these groups; the number of children in urban and rural general educational institutions is indicated in brackets):

=> with general speech underdevelopment (OHP) and reading and writing disorders caused by it (4-5, 3-4);

=> with phonetic-phonemic (FFN) or phonemic underdevelopment of speech (FN) and reading and writing disorders caused by it (5-6, 4-5);

=> with deficiencies in pronunciation (6-7, 4-5).

Groups of students of the first grades are completed separately, depending on the duration of education of children in the primary level of a general education school (grades 1-4, 1-3).

Individual classes are held with children with severe speech disorders: OHP (level 2); violations of the structure and mobility of the articulatory apparatus (rhinolalia, dysarthria). As these children develop pronunciation skills, it is advisable to include them in the appropriate groups.

5. Classes with students onspeech therapy punwhich are held during hours free from lessons, taking into account the working hours of the institution. Speech therapy classes for students of a rural educational institution, depending on places other conditions can be included in the schedule of classes of this institution (engaged in the program 1-4).

Pronunciation correction in grade 1 children with phonetic disorders that do not affect academic performance, as an exception, can be carried out during classroom classes (except for Russian language and mathematics lessons).

At the same time, 18-25 people work at the city speech therapy center, and 15-20 people at the rural one.

6. The frequency and duration of speech therapy classes depends on the mode of operation of the institution and is determined by the severity of the speech defect. Correction-developing speech therapy work with a group of children with general underdevelopment of speech; violations of reading and writing, caused by them, are carried out at least 3 times a week; with a group of children with FNF and FN; violations of reading and writing, caused by them, 2-3 times a week; with a group of children with a phonetic defect, 1-2 times a week; with a group of stutterers - 3 times a week; individual lessons with children with severe speech disorders are held at least 3 times a week.

The duration of the logopedic frontal lesson with each group is 40 minutes; with a group with a smaller occupancy - 25-30 minutes; The duration of individual lessons with each child is 20 minutes.

7. The duration of correctional and developmental education for children with FSP and reading and writing disorders due to phonetic-phonemic or phonemic underdevelopment is approximately 4-9 months. (from one half year to the whole academic year); the term of correctional and developmental education of children with OHP and impaired reading and writing due to general underdevelopment of speech is approximately 1.5 - 2 years.

8. The topics of group, individual lessons, as well as records of children's attendance are reflected in a typical class journal, where the required number of pages is allocated for each group of students. The journal is a financial document.

9. Students with speech disorders, if necessary, with the consent of their parents (persons replacing them), can be sent by a speech therapist to the district clinic for examination by specialists (neurologist, psychiatrist, otolaryngologist, etc.) or to a psychological, medical and pedagogical consultation for clarification the level of psychophysical development of the child and the establishment of an appropriate diagnosis.

10. Responsibility for children attending classes at a speech therapy center lies with the speech therapist teacher, the class teacher and the school administration.

IV. TEACHER SPEECH THERAPIST

Teachers-speech therapists are appointed persons who have a higher education in defectology or who have graduated from special faculties in the specialty "speech therapy".

The speech therapist teacher is responsible for the timelyearly detection of children with primary speech pathology, correct assembly_group pp, taking into account the structure of speech defect, _ as well as for the organizationcorrectional and developmental education. In his work, the speech therapist teacher pays special attention to the propaedeutics of a secondary defect in children (reading and writing disorders), which prevents poor progress in their native language.

The salary rate of a speech therapist is setat 20 astronomically x hour owls peda gogic work per week, of which 18 hours are devoted to working with children in groups and individually. 2 hours are used for consulting work. First of all, during consultation hours, the speech therapist has the opportunity to accurately establish a speech therapy conclusion l more carefully examine the speech of children; give recommendations to students and their parents on the correction of a phonetic defect; consult with parents, teachers to determine the severity of the speech defect; draw up the necessary documentation.

During the holidays, speech therapists are involved in pedagogical, methodological and organizational work, which may include the following:

* Identification of children in need of speech therapy assistance directly in preschool institutions or when enrolling children in school;

* participation in the work of the methodological association of speech therapists and speech therapists of preschool institutions;

*participation in seminars, practical conferences of the school, district, city, region, region, republic;

*preparation of didactic, visual material for classes.

A speech therapist who is the head of a speech therapy center can be paid for managing an office.

In remote, small-scale general education institutions, speech therapy assistance can be provided by teachers who have specialized in speech therapy for an additional fee (see Regulations).

On the consumption rates of ethyl alcohol at speech therapy stations at general educational institutions, see "Instructive letter of the Ministry of Education of the RSFSR dated January 5, 1977 No. 8-12 / 25. Collection inassistance to the principal of a special schoolMoscow, "Enlightenment", 1982).

LR No. 064615 dated 06/03/96

Signed for publication on 29.08.96. Format 60 x 84 /16. Headset Arial

Offset paper. Uch.-izdl. 2.80. Circulation 5000 copies. Order No. 2717

Printed at the VINITI Production and Publishing Plant

140010, Lyubertsy, Oktyabrsky avenue, 403

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION

REPUBLICAN INSTITUTE

PROFESSIONAL DEVELOPMENT OF EDUCATIONAL WORKERS

A.V. Yastrebova, T.P. Bessonova

INSTRUCTIONAL-METHODOLOGICAL LETTER

ABOUT THE WORK OF A SPEECH THERAPIST AT

COMPREHENSIVE SCHOOL

(The main directions in the formation of prerequisites for

productive assimilation of the mother tongue training program

in children with speech pathology)

KOGIGO CENTER

A.V. Yastrebova, T.P. Bessonova. Instructive-methodical letter aboutthe work of a speech therapist at a secondary school. (The main directions in the formation of prerequisites for the productive assimilation ofprograms of learning the native language in children with speech pathology).- M.: "Cogito-Center", 1996 - 47 p.
This instructive and methodological letter is addressed to speech therapists working at general educational institutions. It presents a description of the violations of oral and written speech of schoolchildren studying in general educational institutions; techniques for detecting speech disorders and the most important provisions of differential diagnosis; the main contingent of speech therapy centers (it consists of students whose speech disorders prevent successful learning under the program of general educational institutions - phonetic-phonemic, general underdevelopment of speech); the principles of acquisition of speech therapy centers, groups of students for frontal education are determined.

Issue editor: Belopolsky V.I.

computer layout and design

The publication was commissioned by the Ministry of Education of the Russian Federation

I. CHARACTERISTICS OF STUDENTS' ORAL AND WRITTEN SPEECH DISTURBANCES

Deviations in the speech development of children studying in general educational institutions have a different structure and severity. Some of them concern only the pronunciation of sounds (mostly distorted pronunciation of phonemes); others affect the process of phoneme formation and, as a rule, are accompanied by reading and writing disorders; the third - are expressed in the underdevelopment of both the sound and semantic aspects of speech and all its components.

The presence of even mild deviations in phonemic and lexical and grammatical development among schoolchildren is a serious obstacle in mastering the curriculum of a general education school.

Students who have deviations in the formation of phonetic-phonemic and lexical-grammatical means of the language can be conditionally divided into three groups.

first group are schoolchildren whose deviations in speech development relate only to defects in the pronunciation of sounds without other concomitant manifestations. Typical examples of such disorders are velar, uvular or one-beat pronunciation of a sound. "R\ soft pronunciation of hissing at the lower position of the tongue, interdental or lateral pronunciation of whistling, i.e. various distortions of sounds. Such speech defects, as a rule, do not adversely affect the assimilation of the program of a general education school by children.

The process of phoneme formation in such cases is not delayed. These students, having acquired by school age a certain stock of more or less stable ideas about the sound composition of a word, correctly correlate sounds and letters and do not make mistakes in written work associated with shortcomings in the pronunciation of sounds. Students with such pronunciation defects make up 50-60% of the total number of children with deviations in the formation of language means. There are no failing students among these students.

second group are schoolchildren who have a lack of formation of the entire sound side of speech - pronunciation, phonemic processes (phonetic-phonemic underdevelopment). Typical for the pronunciation of students in this group are the replacement and mixing of phonemes that are similar in sound or articulation (hissing-whistling; voiced-deaf; R-L , hard-soft). Moreover, for schoolchildren of this group, substitutions and mixing may not cover all of the listed sounds. In most cases, the violation extends only to any pair of sounds, for example, S-Sh, F-3, Shch-H, Ch-T, Ch-Ts, D-T etc. Most often unassimilated are whistling and hissing sounds, R-L, voiced" and deaf. In some cases, in the absence of pronounced defects in individual sounds, there is insufficient clarity in their pronunciation.

* Pronunciation flaws, expressed in the mixing and replacement of sounds (as opposed to flaws, expressed in the distorted pronunciation of individual sounds), should be attributed to phonemic defects.

Schoolchildren of the group under consideration, especially students of the first two classes, have pronounced deviations not only in sound pronunciation, but also in the differentiation of sounds. These children experience difficulties (sometimes significant) in hearing close sounds, determining their acoustic (for example: voiced and deaf sounds) -,: and articulatory (for example: whistling-hissing sounds) similarities and differences, do not take into account the semantic and distinctive meaning of these sounds in words (for example: barrel - daughter, fable - tower). All this complicates the formation of stable ideas about the sound composition of the word.

This level of underdevelopment of the sound side of speech prevents mastering the skills of analysis and synthesis of the sound composition of a word and often causes a secondary (in relation to the oral form of speech) defect, which manifests itself in specific reading disorders. m letters. These students are completed in special groups: students with reading and writing disorders due to phonetic and phonemic underdevelopment; or phonemic underdevelopment (in cases where pronunciation defects have been eliminated).

third group are students who, along with violations of the pronunciation of sounds, have an underdevelopment of phonemic processes and lexical and grammatical means of the language - general underdevelopment of speech. These deviations, even with a certain smoothness of manifestations, lead to the fact that children experience great difficulties in mastering reading and writing, leading to persistent failure in their native language and other subjects.

Despite the fact that this group of students in a general education school is not numerous, it requires special attention of a speech therapist, since it is very heterogeneous both in severity and in the severity of manifestations of general underdevelopment of speech. Predominantly, children of the III level (according to the classification of R.E. Levina) enter the general education school.

The characteristics of children with OHP are presented in the diagram (Table 1). This table reflects a number of diagnostic points that are important both for predicting the effectiveness of remedial education in general and for planning its content. These are, first of all, those consequences of the abnormal development of the oral form of speech (its sound side and lexical and grammatical structure), "which, inhibiting the spontaneous development of full-fledged prerequisites for the formation of a written form of speech, create serious obstacles to mastering program material in the native language and ( in some cases) mathematics.

At the same time, all children still have insufficient formation of phonemic processes, the degree of severity of which may be different.

As regards children with OHP, all the listed deviations in the formation of language means are more roughly expressed.

As for students in grades 2-3 with OHP, their manifestations of the non-formation of language means are different. These students can answer a question, compose an elementary story from a picture, convey individual episodes of what they read, talk about exciting events, i.e. build your statement within the limits of a topic close to them. However, when the conditions of communication change, if necessary, give detailed answers

Table 1

SUMMARY CHARACTERISTICS OF MANIFESTATIONS OF GENERAL UNDEVELOPMENT OF SPEECH

FOR FIRST CLASS STUDENTS (BEGINNING OF THE SCHOOL YEAR)

Oral form of speech The sound side of speech		vocabulary	Grammar	Psychological features
Sound pronunciation	Phonemic processes
Defective pronunciation of oppositional sounds, several groups. Substitutions and displacements of often distorted sounds predominate: W=S, L=R, B=P, etc. Up to 16 sounds	Insufficient formation (non-formation in more severe cases) W=S, L=R, B=P, etc.	Limited to the scope of everyday subjects; qualitatively defective; unlawful expansion or narrowing of the meanings of words; errors in the use of words - confusion in meaning and in acoustic similarity (bush - brush	Insufficiently formed: a) the absence of complex syntactic constructions; b) agrammatisms in sentences of simple syntactic constructions	1. Intermittent attention 2. Insufficient observation in relation to linguistic phenomena. 3. Insufficient development of the ability to switch. 4. Weak development of verbal-logical thinking 5. Insufficient ability to memorize. b. Insufficient level of control development. Consequences: Insufficient formation of psychological prerequisites for mastering the full-fledged skills of educational activity. Difficulties in the formation of learning skills: Planning for future work Determination of ways and means to achieve the educational goal; Activity control; Ability to work at a certain pace
The consequence of insufficient formation of the sound side of speech		The consequence of insufficient formation of the lexical and grammatical means of the language
Insufficient formation (lack of prerequisites for the spontaneous development of the skills of analysis and synthesis of the sound composition of the word) Insufficient formation (lack of prerequisites) for the successful acquisition of literacy. Difficulties in mastering reading and writing - the presence of specific dysgraphic errors against the background of a large number of various others		Insufficient understanding of educational tasks, instructions, instructions of the teacher. Difficulties in the formation and formulation of one's own thoughts in the process of educational work. Insufficient development of coherent speech
Insufficient formation (absence) of prerequisites for productive mastery of the program of teaching the native language and mathematics
Difficulties in mastering the primary education program of a general education school due to the insufficient formation of the speech function and the psychological prerequisites for mastering educational activities.

you with elements of reasoning, evidence, when performing special educational tasks, such children have significant difficulties in using lexical and grammatical means, indicating their insufficient development. Namely: the limited and qualitative inferiority of the vocabulary, the insufficient formation of the grammatical means of the language.

An analysis of the speech activity of students in grades 2 and 3 suggests that they prefer dialogic forms of speech. Under the influence of learning, monologue, contextual speech develops. This is expressed in an increase in the volume of statements and the number of complex structures; in addition, speech becomes more free. However, this development of monologue speech is slow. Children more or less freely construct coherent statements within topics close to them and experience difficulties in producing coherent statements in a situation of educational activity: formulating conclusions, generalizations, evidence, reproducing the content of educational texts.

These difficulties are expressed in the desire for verbatim presentation, getting stuck on individual words and thoughts, repeating individual parts of sentences. In the course of presentation, proof, etc. children note not the most significant signs. In addition, they violate the syntactic connection between words, which is reflected in the incompleteness of sentences, changes in the order of words. There are frequent cases of the use of words in an unusual meaning, which, apparently, is explained not only by the poverty of the dictionary, but mainly by a fuzzy understanding of the meaning of the words used, the inability to catch their stylistic coloring.

Among students of a general education school there are also children with anomalies in the structure and mobility of the articulation apparatus (dysarthria, rhinolalia); children with stuttering.

Examination of children with speech disorders

Timely and correct identification of speech deficiencies in children will help the speech therapist determine what kind of help they need and how to provide it more effectively.

In the process of filling in passport data about a child, not only official progress is recorded (paragraph 5), but also the real level of knowledge of students in their native language is clarified. In cases structurally complex speech defects these data can be decisive both in determining a clear speech therapy
conclusions, and in establishing the primary-secondary nature of the speech disorder.

The speech map records the general intelligibility of speech, the nature and accessibility of constructing coherent statements, general ideas about the dictionary and syntactic constructions used by the child.

When examining the sound side of speech, pronunciation defects are revealed: the number of disturbed sounds, the nature (type) of the violation: the absence, distortion, mixing or replacement of sounds (see Table 1). If pronunciation defects are predominantly expressed by substitutions and mixing of different groups of oppositional sounds, the possibilities of distinguishing sounds according to acoustic and articulatory features should be carefully investigated.

In addition, the level of formation of the skills of analysis and synthesis of the sound composition of the word must be determined.

Thus, the examination of the sound side of speech involves a thorough clarification of:

the nature (type) of pronunciation disorders: the number of defectively pronounced sounds and groups (in complex cases);
the level of phonemic development (the level of formation of differentiation of oppositional sounds);
the level of formation of the analysis and synthesis of the sound composition of the word.

The level of formation of oral speech predetermines a certain degree of violation of reading and writing.

In cases where a defect in oral speech is limited only by the lack of formation of its sound side, then reading and writing disorders are due to phonetic-phonemic or only phonemic insufficiency.

In these cases, the most typical mistakes are substitutions and confusions of consonant letters denoting the sounds of various opposition groups.

When examining writing, which is carried out both collectively and individually, attention should be paid to the nature of the writing process: whether the child writes down the correctly presented word or pronounces it several times, choosing the right sound and the corresponding letter; what difficulties it experiences; what mistakes it makes.

It is necessary to make a quantitative and qualitative analysis of errors: to identify what specific errors in the replacement of letters are made by the child, whether these errors turn out to be single or frequent, whether they correspond to the child's speech disorders. In addition, omissions, additions, permutations, distortions of words are taken into account. These errors indicate that the child has not clearly mastered the sound-letter analysis and synthesis, is not able to distinguish acoustically or articulatory close sounds, and understand the sound and syllabic structure of the word.

Errors in spelling rules should be carefully analyzed, since errors in the spelling of paired voiced-voiced, soft-hard consonants are due to the lack of formation of ideas about the sound-letter composition of a word in children with speech defects.

If the child does not have reading skills, he is presented with a set of letters for their recognition.

During the examination, the level of formed reading skills is recorded, namely: whether he reads in syllables; whole words; whether he goes over individual letters and with difficulty combines them into syllables and words; what mistakes he makes; does it replace the name of individual letters in the process of reading, does this replacement correspond to defective sounds; whether there are errors in omissions of words, syllables, individual letters, what is the pace of reading; whether the child understands the meaning of individual words and the general meaning of what is read.

1. Errors of prepositional case management;

2. Mistakes in matching nouns and adjectives, verbs, numerals, etc.;

3. Separate spelling of prefixes and continuous spelling of prepositions;

5. Various deformations of the syllable-alphabetic composition of the word ("broken" words, omissions of syllables; underwriting of syllables, etc.).

In the written works of children, there may also be graphic errors - underwriting of individual elements of letters or extra elements of letters, spatial arrangement of individual elements of letters (i-y, p-t, l-m, b-d, sh-sh ).

Independent written work of students with OHP (exposition, composition) has a number of specific features related to both the construction of the text (insufficient coherence, consistency and logical presentation) and insufficiently adequate use of lexical, grammatical and syntactic means of the language.

Examination of the state of writing and reading in students should be carried out with particular care. During the examination, the student is asked to perform various types of written work:

auditory dictations, including words, which include sounds that are most often violated in pronunciation;
independent writing (statement, essay).

When examining first grade students at the beginning of the school year, children's knowledge of letters, skills and abilities in composing syllables and words is revealed.

In the process of examining stuttering students, the main attention of a speech therapist should be directed to identifying situations in which stuttering is especially intense, as well as to analyzing the communicative difficulties that arise in children in these conditions. Equally important is the study of the level of formation of language means (pronunciation; phonemic processes; lexical stock; grammatical structure), as well as the level of formation of writing and reading, among stuttering schoolchildren (especially those with poor progress). stuttering can manifest itself in both children with FFN and OHP.

=> phonetic defect. This refers to such a lack of speech, in which pronunciation defects constitute an isolated violation. The speech therapy conclusion reflects the nature of the sound distortion (for example, R - velar, uvular; With- interdental, lateral; W-F - lower, labial, etc.) In this case, the corrective effect is limited to the production and automation of sounds;

=> phonetic-phonemic underdevelopment (FFN). This means that the child has an underdevelopment of the entire sound side of speech: pronunciation defects, difficulties in differentiating oppositional sounds; awareness of the analysis and synthesis of the sound composition of the word. In this case, in addition to correcting pronunciation defects, it is necessary to provide for the development of phonemic representations of children, as well as the formation of full-fledged skills for analyzing and synthesizing the sound composition of a word;

=> general speech underdevelopment (OHP). Since this defect is a systemic violation (i.e., insufficient formation of phonetic-phonemic and lexical-grammatical means of the language), then in the course of correctional training, the speech therapist should provide for filling in the gaps in the formation of sound pronunciation; phonemic processes and skills of analysis and synthesis of the sound composition of the word; vocabulary (especially in terms of semantic development), grammatical structure and coherent speech. The given speech therapy conclusions characterize the level of formation of oral speech.

As an example, we give a speech card for a child with ONR (beginning of the school year).

reading and writing disorders due to OHP;
violations of reading and writing due to FFN;
reading and writing disorders due to phonemic underdevelopment.

Mandatory confirmation of the correctness of the speech therapy conclusion in cases of impaired reading and writing are written works and the results of a reading examination.
II. CONTENT AND METHODS OF CORRECTION OF ORAL AND WRITTEN SPEECH DISTURBANCES

form full-fledged phonemic processes;
form ideas about the sound-letter composition of the word;
to form the skills of analysis and synthesis of the sound-syllabic composition of the word;
correct pronunciation defects (if any).

Based on the materials of the examination of students, it is advisable to draw up a long-term work plan for each group of children with impaired oral and written speech, which notes: the composition of students and a brief description of the manifestations of a speech defect; the main content and sequence of work; Estimated time frame for each stage. It can be presented either as a diagram or a description of the areas of work and its sequence at each stage.

Of the total number of lessons at this stage, the first 10-15 lessons stand out, the main tasks of which are the development of phonemic representations: staging and fixing the set sounds; the formation of full-fledged psychological prerequisites (attention, memory, the ability to switch from one type of activity to another, the ability to listen and hear a speech therapist, the pace of work, etc.) to a full-fledged educational activity. These classes may have the following structure:

15 minutes- the frontal part of the classes, aimed at the formation of phonemic hearing of children, the development of attention to the sound side of speech (the work is based on correctly pronounced sounds) and to fill in the gaps in the formation of psychological prerequisites for full-fledged learning,
5 minutes- preparation of the articulatory apparatus (a set of exercises is determined by the specific composition of the group);
20 minutes- clarification and staging (calling) of incorrectly pronounced sounds individually and in subgroups (2-3 people), depending on the stage of work on the sound.

With first-graders studying according to the program 1-4, you can work on a similar structure for the first 20 lessons, adjusted for the mode of operation of these classes (35 minutes).

At the subsequent lessons of the first stage, automation of the set sounds is carried out in the process of frontal lessons.

In the course of the frontal part of the lessons, phonemic processes are formed and ideas about the sound-syllabic composition of the word are clarified, in addition, with children with OHP, work is carried out using the verbal lead method to clarify and activate the vocabulary and models of simple syntactic constructions that children have. The need for such an approach is due to the basic principle of correctional and developmental education of children with OHP, namely: simultaneous work on all components of the speech system. In connection with this method of oral advancing, elements of work on the formation of lexical and grammatical means of the language and coherent speech are selectively included in the classes of the first stage.

table 2

DIAGRAM-PLAN FOR CORRECTIONAL EDUCATION OF CHILDREN WITH OHP

Stages of corrective work	The content of the work to overcome the deviation of speech development in children	Grammar terms used in class	The content of corrective educational work
STAGE I Filling gaps in the development of the sound side of speech	Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and skills in the analysis and synthesis of the syllable-sound composition of a word Correction of pronunciation defects.	Sounds and letters, vowels and consonants; syllable; hard and soft consonants; separating b; b, voiced and voiceless consonants; stress; double consonants
II STAGE Filling gaps in the development of lexical and grammatical means of the language	1. Clarification of the meanings of the words available to children and further enrichment of the vocabulary, both by accumulating new words related to various parts of speech, and by developing in children the ability to actively use various methods of word formation 2. Clarification, development and improvement of the grammatical design of speech by mastering word combinations, the connection of words in a sentence, sentence models of various syntactic constructions. Improving the ability to build and rebuild sentences adequately to the plan	The composition of the word: the root of the word, cognate words, ending, prefix, suffix; prefixes and prepositions; Difficult words; gender of nouns and adjectives, number, case Number, tense of verbs, unstressed vowels	Formation of skills for organizing educational work, Development of observation of linguistic phenomena, development of auditory attention and memory, self-control, control actions, ability to switch.
STAGE III Filling gaps in the formation of coherent speech	Development of skills for constructing a coherent statement: a) the establishment of a logical sequence, coherence; b) selection of language means for constructing an utterance for various purposes of communication (proof, evaluation, etc.)	Sentences are narrative, interrogative, exclamatory, the connection of words in a sentence; sentences with homogeneous members, compound and complex sentences; text, theme, main idea	Formation of skills for organizing educational work, Development of observation of linguistic phenomena, development of auditory attention and memory, self-control of control actions, ability to switch.

The frontal part of the next 40-45 lessons consists of work on:

development of phonemic processes;

the formation of skills in the analysis and synthesis of the sound-syllabic composition of the word, using the letters studied by this time in the class and the worked-out words-terms;
formation of readiness for the perception of certain orthograms, the spelling of which is based on full-fledged ideas about the sound composition of the word;

consolidation of sound-letter connections;
automation of delivered sounds.

The content of the frontal part of the lessons of the first stage is implemented in the following sequence:

Speech and suggestion.

sentence and word.

Sounds of speech.

Vowel sounds (and letters passed in the class).

Dividing words into syllables.

stress.

Consonant sounds (and letters passed in the class).

Hard and soft consonants.

voiced and voiceless consonants.

Sounds P and P" . Letter P.

Sounds B and B" . Letter B.

Differentiation B-P . (B"- P" ).

Sounds T and T " . Letter T.

Sounds D and D" . Letter D.

Differentiation T-D. (T "-D " ).

Sounds To and TO" . Letter K.

Sounds G and G" . Letter G.

Differentiation K-G . (K "-G " ).

Sounds With and With " . Letter C.

Sounds 3 and 3 ". Letter 3.

Differentiation C-3 . (C "-Z " ).

Sound W and the letter Sh.

Sound F and the letter Z.

Differentiation W-F .

Differentiation S-F

Differentiation Zh-3 .

Sounds R and R " . Letter R.

Sounds L and L" . Letter L.

Differentiation R-L . (L "-R " ).

Sound H " and the letter C.

Differentiation CH-T.

Sound SCH and the letter S.

Differentiation Shch-S .

Differentiation W-H .

Sound C and the letter C.

Differentiation C-S .

Differentiation C-T .

Differentiation C-C .

At the end of stage I of correctional and developmental education, a check should be made of the assimilation of the content of this stage by students.

By this time, students should have:

formed the focus of attention on the sound side of speech;
the main gaps in the formation of phonemic processes were filled;
clarified the initial ideas about the sound-letter, syllabic composition of the word, taking into account program requirements;-
all sounds are set and differentiated;
the children's vocabulary has been clarified and activated, and the constructions of a simple sentence have been clarified (with a small distribution);
the words-terms necessary at this stage of training are introduced into the active dictionary: - sound, syllable, fusion, word, vowels, consonants, hard-soft consonants, voiced-voiceless consonants, sentence, etc.

For example, in the process of differentiating sounds Ch-Sch the speech therapist invites the children to listen carefully to the words: puppy, brush, box, to determine whether the sound is the same in all words. Further, on the instructions of the speech therapist, the children change the words so that they denote a small object (puppy, brush, box), and determine what has changed in the sound composition of the word, the location of the sounds Ch-Sch . The same work can be done when differentiating other sounds. (N-Sh - sun-sun), as well as in the process of studying individual sounds. At the same time, the method of comparing words by sound composition remains pivotal in all tasks. (What new sounds appeared in the newly selected words? Compare the two words. What sounds do they differ in? Determine the place of this sound: in what place does it stand? after which sound? before which sound? between which sounds?). As an example, here are some methods of suffix word formation (diminutive-petitive and augmentative suffixes) that can be effectively used at stage I of the correctional and developmental education of children with OHP:

F- boot-boot, book-book, horn-horn, W - hut-hut, house-house, H - a glass-glass, a rope, a piece. When distinguishing sounds Ch-Sch , S-Sch you can invite children to change the words so that they have an augmentative meaning: Ch-Sch- hand-hands, wolf she-wolf; S-Sch - nose-nose, mustache-mustache.

By implementing a differentiated approach, individual students can be offered more complex tasks. For example, compare the sound composition of words in a form that requires them to agree on words in gender, number or case. This work takes place in the following sequence: at first, when differentiating sounds C-3 , the speech therapist suggests naming pictures for the sound being studied and determining its place in the word (stem, currant, cloth, leaves); name the color of the presented pictures (green). Determine the location of the sound "3" ; then the children are invited to make phrases, clearly pronouncing the endings of adjectives and nouns (green stem, green currant, green cloth, green leaves); such a task ends with a mandatory analysis of words in phrases, highlighting differentiable sounds and giving them a complete articulatory and acoustic characteristic and determining their place in each analyzed word.

For example, when performing a task for a speech therapist to differentiate any sounds, in the process of analyzing the sound composition of a word, the student should answer something like this:

1st answer option - (the easiest): "There are three sounds in the word" noise ", one syllable. The first sound W , consonant, hissing, hard, deaf. The second sound At , vowel. third sound M - consonant, firm, sonorous.
2nd answer option (more difficult) when comparing two words: "In the word" bite "the third sound" With", consonant, whistling, hard, deaf; in the word "eat" - the third sound " W ", consonant, hissing, hard, deaf. The rest of the sounds in these words are the same.

I stage of correctional and developmental education

Approximate lesson plan for stage I